- Home
- School Information
- Parents
- Pupil Pages
- Curriculum
- News
- Train to Teach
Welcome to our SEN information report 2023 for families, which details how we support children with a Special Educational Need and/or Disability. We are passionate about supporting children and are very proud to be an inclusive school, which has high ambitions for all our children. The aim of this information report is to explain how we implement our SEND policy. In other words, we want to show you how SEND support works in our school. If you want to know more about our arrangements for SEND, please read our SEND policy. Note: If there are any terms we’ve used in this information report that you’re unsure of, you can look them up in the Glossary HERE. We are passionate about supporting children and are very proud to be an inclusive school, which has high ambitions for all our children. We are currently able to provide high quality education to children with the following needs: Area of need Condition Communication and interaction Autism spectrum disorder Speech and language difficulties Cognition and learning Specific learning difficulties, including dyslexia, dyspraxia, dyscalculia Moderate learning difficulties Severe learning difficulties Social, emotional and mental health Attention deficit hyperactive disorder (ADHD) Attention deficit disorder (ADD) Sensory and/or physical Hearing impairments Visual impairment Multi-sensory impairment Physical impairment Our SENDCO is Mrs N Bracknell. Mrs Bracknell is a qualified teacher with 21 years professional experience. She has achieved the National Award in Special Educational Needs Co-ordination. Our SENDCO Assistant is Mrs S Johncock. All of our teachers receive in-house SEND training and are supported by the SENDCO to meet the needs of pupils who have SEND. We have a team of 13 SEND TAs, who deliver SEND provision. We have 12 teaching assistants who are trained to deliver interventions such as Phonics, NELI, Toe-by-Toe, Power of 2, Speech and Language. Sometimes we need extra help to offer our pupils the support that they need. Whenever necessary we will work with external support services to meet the needs of our pupils with SEND and to support their families. These include: All our class teachers are aware of SEND and are on the lookout for any pupils who aren’t making the expected level of progress in their schoolwork or socially. This might include reading, writing, number work. If the pupil is still struggling to make the expected progress, the teacher will talk to the SENDCO, and will contact you to discuss the possibility that your child has SEND. The SENDCO will observe the pupil to see what their strengths and difficulties are. They will have discussions with your child’s teacher/s, to see if there have been any issues with, or changes in, their progress, attainment or behaviour. They will also compare your child’s progress and development with their peers and available national data. The SENDCO will ask for your opinion and speak to your child to get their input as well. They may also, where appropriate, ask for the opinion of external experts such as a speech and language therapist, an educational psychologist, the Learning Behaviour Advisory Team (LBAT), the Autism and Social Communication Team (ASCT). Based on all of this information, the SENDCO will decide whether your child needs SEND support. We will follow the ‘graduated approach’ to meeting your child’s SEND needs. The graduated approach is a 4-part cycle of assess, plan, do, review. If your child is not making the expected level of progress, we will make an assessment to find out what strengths and difficulties your child has. We will ask for you and your child’s input, as well as getting help from external professionals where necessary. In discussion with you and your child, we will decide what outcomes we are hoping to achieve. We will make a plan of the support we will offer your child to help them meet those outcomes. We will make a record of this and share it with you and all relevant school staff. We will put our plan into practice. The class teacher, with the support of the SENDCO, will be responsible for working with your child on a daily basis, and making sure the support we put in place is having the impact we intended. We will assess how well the support we put in place helped the pupil to meet the outcomes we set. We will use our improved understanding of As a part of the planning stage of the graduated approach, we will set outcomes that we want to see your child achieve. Whenever we run an intervention with your child, we will assess them before the intervention begins. This is known as a ‘baseline assessment’. We do this so we can see how much impact the intervention has on your child’s progress. We will track your child’s progress towards the outcomes we set over time and improve our offer as we learn what your child responds to best. This process will be continual. If the review shows a pupil has made progress, they may no longer need the additional provision made through SEND support. For others, the cycle will continue and the school’s targets, strategies and provisions will be revisited and refined. If your child is placed on our SEND register we will provide termly reports on your child’s progress. Your child’s class teacher will liaise you termly to: The SENDCO may also ask to meet with you to provide extra support. We know that you’re the expert when it comes to your child’s needs and aspirations. We want to make sure you have a full understanding of how we’re trying to meet your child’s needs, so that you can provide insight into what you think would work best for your child. We also want to hear from you so that we can build a better picture of how the SEND support we are providing is impacting your child outside of school. We ask that you liaise and communicate with your child’s class teacher. If your child’s needs or aspirations change at any time, please let us know right away so we can keep our provision as relevant as possible. After any discussion we will make a record of any outcomes, actions and support that have been agreed. This record will be shared with all relevant staff, and you will be given a copy. If you have concerns that arise between these meetings, please contact your child’s class teacher. The level of involvement will depend on your child’s age and level of competence. We recognise that no two children are the same, so we will decide on a case-by-case basis, with your input. We may seek your child’s views by asking them to: Your child’s teacher is responsible and accountable for the progress and development of all the pupils in their class. High-quality teaching is our first step in responding to your child’s needs. We will make sure that your child has access to a broad and balanced curriculum every year they are at our school. We will adapt how we teach to suit the way the pupil works best. There is no ‘one size fits all’ approach to adapting the curriculum; we work on a case-by case basis to make sure the adaptations we make are meaningful to your child. These adaptations include: We may also provide the following interventions: Area of need Condition How we support these pupils Communication and interaction Autism spectrum disorder Visual timetables Social stories Speech and language difficulties Speech and language interventions Cognition and learning Specific learning difficulties, including dyslexia, dyspraxia and dyscalculia Writing slope Use of technology where appropriate Over lays Modelled visuals Moderate learning difficulties Adapted resources Interventions Severe learning difficulties Referrals to outside agencies Interventions Social, emotional and mental health ADHD, ADD Brain breaks Movement breaks Visual timetables Social stories Adverse childhood experiences and/or mental health issues Nurture support Counselling Therapy Sensory and/or physical Hearing impairment BSL training Visual impairment Limiting classroom displays Multi-sensory impairment Multisensory and tactile resources Physical impairment Accessibility consideration Adapted lessons and resources These interventions are part of our contribution to West Sussex’s local offer. We will evaluate the effectiveness of provision for your child by: It may be that your child’s needs mean we need to secure: If that’s the case, we will consult with external agencies to get recommendations on what will best help your child access their learning. Our extra-curricular activities and school visits are available to all our pupils, including our before and after-school clubs. All pupils are encouraged to go on our school trips, including our Year 6 residential trip. All pupils are encouraged to take part in sports day, school plays, school visits. No pupil is ever excluded from taking part in these activities because of their SEND and we will make whatever reasonable adjustments are needed to make sure that they can be included. We ensure that all stages of the admissions process are inclusive and realistic. Our SENDCo is available at our Open Evenings for discussions with parents and pupils regarding our school offer. Individual tours of the school can also be booked. We then work closely with the local authority to ensure that any consultations for those pupils with EHCPs are accurate in terms of what we are able to offer pupils with very specific needs. Our oversubscription criteria is objective and at no point is there an opportunity for pupils with a disability or a SEN to be unfairly discriminated against. We provide support for pupils to progress in their emotional and social development in the following ways: To help pupils with SEND be prepared for a new school year we: When your child is moving on from our school, we will ask you and your child what information you want us to share with the new setting. The SENDCO of the secondary school will come into our school for a meeting with our SENDCO or Year 6 class teachers. They will discuss the needs of all the children who are receiving SEND support. Pupils will be prepared for the transition by: Mrs Bullen (our Assistant Principal and Designated Teacher for CLA and PCLA) works closely with Mrs Bracknell, to make sure that all teachers understand how a looked-after or previously looked-after pupil’s circumstances and their SEND might interact, and what the implications are for teaching and learning. Children who are looked-after or previously looked-after will be supported much in the same way as any other child who has SEND. However, looked-after pupils will also have a personal education plan (PEP). We will make sure that the PEP and any SEND support plans or EHC plans are consistent and complement one another. Complaints about SEND provision in our school should be made to the SENDCO, Mrs Bracknell, in the first instance. If this is not appropriate or you feel that it is more serious then you need to contact the Principal (Mrs Dunne). If you are not satisfied with the school’s response, you can escalate the complaint. In some circumstances, this right also applies to the pupil themselves. To see a full explanation of suitable avenues for complaint, see pages 246 and 247 of the SEN Code of Practice. If you feel that our school discriminated against your child because of their SEND, you have the right to make a discrimination claim to the first-tier SEND tribunal. To find out how to make such a claim, you should visit: https://www.gov.uk/complain-about-school/disability-discrimination You can make a claim about alleged discrimination regarding: Before going to a SEND tribunal, you can go through processes called disagreement resolution or mediation, where you try to resolve your disagreement before it reaches the tribunal. If you have questions about SEND, or are struggling to cope, please get in touch to let us know. We want to support you, your child and your family. To see what support is available to you locally, have a look at West Sussex’s local offer. West Sussex publishes information about the local offer on their website: West Sussex Local Offer (local-offer.org)Gossops Green Primary SEND Information Report
Our special educational needs co-ordinator, or SENDCO
SENDCO Assistant
Class teachers
Teaching assistants (TAs)
External agencies and experts
If the teacher notices that a pupil is falling behind, they will try to find out if the pupil has any gaps in their learning. If they can find a gap, they will give the pupil extra support to try to fill it. Pupils who don’t have SEND usually make progress quickly once the gap in their learning has been filled.Assess:
Plan:
Do:
Review
your child’s needs to improve the support we offer.
at support is available for me and my family?Between years
Between schools
Between phases (for primary schools)
Our local special educational needs and disabilities information advice and support services (SENDIASS) organisations is: West Sussex SENDIAS Service
Local charities that offer information and support to families of children with SEND are:
National charities that offer information and support to families of children with SEND are: