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.  

  • What types of SEN does the school provide for?

    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

  • Which staff will support my child and what training have they had? 

    Our special educational needs co-ordinator, or SENDCO

    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.

    SENDCO Assistant

    Our SENDCO Assistant is Mrs S Johncock.

    Class teachers

    All of our teachers receive in-house SEND training and are supported by the SENDCO to meet the needs of pupils who have SEND. 

    Teaching assistants (TAs)

    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.

    External agencies and experts

    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:

    • Speech and language therapists
    • Educational psychologists
    • Occupational therapists
    • GPs or paediatricians
    • School nurses
    • Child and adolescent mental health services (CAMHS)
    • Education welfare officers (EWO)
    • Social services and other LA-provided support services
  • How will the school know if my child needs SEND support?

    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 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.

    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.

  • How will the school measure my child’s progress?

    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

    Assess:

    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.

    Plan:

    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.

    Do:

    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.

    Review

    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
    your child’s needs to improve the support we offer.

    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.