SEN/D Information Report September 2016

SENCo: Miss Rebecca Thompson SEN Governor: Mr Andrew Martin [email protected] 01206 392291

What are the kinds of SEN provided for at Brooklands? Four Areas of Need: 

Cognition and Learning

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Communication and Interaction

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Physical and Sensory

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Social, Emotional and Mental Health

A range of diagnosed conditions, such as: 

Autism

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Dyslexia

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Dyspraxia

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Speech and Language difficulties

Medical conditions, such as: 

Severe allergies

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Diabetes

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Asthma

Moderate Learning Difficulties (MLD)

Hearing Impairment

What are the policies for identifying children with SEN and assessing their needs?

The SEN policy can be found on the school website. SENCo: Miss Rebecca Thompson

SEN Governor: Mr Andrew Martin [email protected] 01206 392291 Pupil data is analysed every half term. Concerns regarding any children’s progress are brought to the SENCo’s attention.

A variety of tools are used to analyse pupils’ progress, including: 

Teacher observation and judgement.

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A range of standardised screening, diagnostic or assessment tools.

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Records from feeder schools.

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Information from parents.

Concerns may be raised by parents or other members of staff to the SENCo.

What are the arrangements for consulting parents of children with SEN and involving them in their child’s education. An initial request by a parent will result in a meeting with the class teacher and child to discuss the needs of the child and, where necessary, create a plan of action. Parent’s consulted when the school feels it necessary to involve outside agencies. Referrals will only be made with parental permission.

Where possible, parents invited to meet with outside agencies.

Information sessions are held throughout the year, giving parents the opportunity to find out about the curriculum.

Parents evenings are held twice yearly and reports are sent out annually.

Parents’ invited into school to be involved in their child’s education throughout the year, including: 

Learning Together sessions.

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Share sessions.

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Forest School sessions.

Half termly progress meetings with the child, parent, class teacher and SENCo where appropriate.

Informal playground and telephone conversations with class teacher and SENCo.

What are the arrangements for consulting young people with SEN and involving them in their education?

Pupil voice included in support plans.

Creating ‘One Page Profiles’ throughout the first term.

Half termly progress meetings with the child, parent, class teacher and SENCo.

Pupils included in target setting.

Informal playground and classroom conversations with class teacher and SENCo.

In Upper Key Stage 2, parents evenings are pupil-led.

Pupil perception questionnaires.

What are the arrangements for assessing and reviewing children’s progress?

End of Key Stage assessments. Half-termly progress meetings with parents, children, class teacher and SENCo where appropriate.

Ongoing teacher assessments.

Termly tracking of data in reading, writing and mathematics. Half-termly target review.

Termly assessments in reading, writing and mathematics.

Next step marking during and after lessons informing future planning.

Verbal feedback within lessons

What are the arrangements for transition at Brooklands?

Transition throughout the school:  Transition meeting between SENCo, current and new class teacher.  New class teacher will spend 2 or 3 sessions with class throughout the second half of the summer term.  Transition sessions.  Transition meeting with parent, child, class teacher and SENCo if required.

Transition to High School:  Transition meeting between primary and high school teachers/ SENCos.  Where possible children will visit their new school on several occasions.  Staff from the new school may visit in current setting.  Transition sessions.  Transition meeting with parent, child, class teacher and SENCo if required.

Data and information shared between relevant parties, including any outside agencies involved.

What approach does Brooklands have to teaching children with SEN?

Teaching is monitored regularly at Brooklands through learning walks and observations to ensure that children are receiving the highest standard of education.

Lessons are planned at three or more levels of ability to cater for children of all abilities.

SEN children are identified on planning and data analysis systems.

In EYFS and Key Stage 1 any children achieving below expected levels in phonics knowledge work on a 1-to1 intervention program to try and bring them in line with their peers.

Support programs and resources:  Numicon  Gym Trail  Hand Gym  Beat Dyslexia  Additional reading support  Makaton  Lego therapy  Power of 2 programme  Catch up Literacy  Speech and Language Therapy

In Key Stage 2, should children need further support with their literacy or numeracy skills, small group sessions are offered on a short or longer term basis, according to the child’s needs.

Daily classroom support, including 1-to-1 support where necessary.

How are adaptations made to the curriculum and environment of children with SEN?

3 classrooms and the hall are currently equipped with hearing support systems.

Equipment and furniture is provided for children with specific physical needs or requirements following advice from outside agencies.

Classrooms are dyslexia friendly e.g visual timetables, working walls, over lays and coloured paper and spelling banks.

Dyslexia friendly reading books and dictionaries available for children to use.

Learning outside of the classroom gives children a chance to explore their learning in a different setting.

Accessible toilets and accessible routes through school.

Small intervention and catch-up groups run to ensure consolidation of learning.

How are staff at Brooklands trained to support children SEN?

SENCo is a qualified teacher.

Annual SEN CPD audit, identifying gaps in staff training.

Staff trained in the following intervention and support programmes:  Read Write Inc 1-to-1  Beat Dyslexia  Makaton  School Safe  Medical intervention  Lego therapy  Catch up Literacy

SENCo consults with colleagues from other schools and the SEN advisor to share good practise and keep up to date with the latest developments in SEN.

How does Brooklands evaluate the effectiveness of the provision made for children with SEN?

Provision mapping for analysing cost associated with SEN.

SEN children identified on planning and data analysis systems.

Half termly meetings with parents and children to discuss progress and provision.

Raise Online data used to compare school’s performance with how SEN pupils are achieving Nationally.

Continual discussion between teachers, teaching assistants and SENCo regarding the effectiveness of provision and intervention.

Pupil perception questionnaires for new interventions.

SEN Information Report and policy reviewed annually with staff and governors.

How are children with SEN enabled to engage in activities available with children in the school who do not have SEN?

We have many after school clubs which are open to all children.

We provide additional support to ensure that all pupils can take part in educational and residential trips.

Places on the school council available to all pupils.

The school uses additional funding to support families with the cost of trips and residentials.

The school adheres to guidance detailed in the Equality Act 2010.

Teachers undertake pre-trip visits to ensure that venues are accessible to all pupils and any necessary plans can be put in place in advance.

How does Brooklands support emotional and social development?

Relevant staff are trained to support medical needs, including diabetes and allergies.

PSHE focuses on relevant social issues within the whole class, groups or with individuals.

Children have supervised access to a range of afterschool clubs.

The school’s Behaviour policy includes guidance on expectations, rewards and sanctions.

Reasonable adjustments for individual children needing additional support are made e.g reward charts, visual timetables.

Wrap-around care provided on site by Brooklands Young Explorers.

Intervention groups run to support children with social and emotional development

Assemblies and PSHE sessions are used to promote wellbeing throughout the school.

How does Brooklands involve external agencies in meeting the needs of children with SEN and supporting their families?

The school can access support and advice from: 

Behaviour Support Service

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County Inclusive Resource

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Educational Psychologists

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CAF/TAC

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Child & Adolescent Mental Health Service

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Occupational Health

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Speech and Language

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SEN Advisor

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School Nursing Team

Referrals are only made with the knowledge and consent of parents.

The Local Authority’s Local Offer can be found on the Access Unlimited website.

What are the arrangements for handling complaints regarding SEN provision?

If you have concerns regarding provision put in place for your child the first point of contact is the class teacher. If you feel your concern has not been addressed you can arrange an appointment with the SENCo or Headteacher. If you continue to be dissatisfied you will need to contact the governor responsible for SEN.

If your concern is with the local authority contact the Senior Special Needs Officer or the Parent Partnership for advice. Please contact the SENCo for details.

Our complaints policy is available on the Brooklands Primary Schools website.

What are the arrangements for supporting children who are looked after by the local authority and have SEN?

Children who are looked after by the local authority have access to intervention and support programmes throughout the school.

The school will liaise regularly with a point of contact at the local authority to keep them up to date with the child’s progress in school.