Special Educational Needs Information Report
Heathfield Community Primary School
1) Aims of our provision in regards to pupils with special educational needs and/or disability
The aims of our policy and practice in relation to special educational need and disability at Heathfield school are:
To make reasonable adjustments for those with a disability by taking action to increase access to the curriculum, the environment and to printed information for all.
To ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN.
To reduce barriers to progress by embedding the principles in the National Curriculum Inclusion statement https://www.gov.uk/government/collections/national-curriculum
To endeavor to secure special educational provision for pupils for whom this is required, that is “additional to and different from” that provided within the differentiated curriculum, to better respond to the four broad areas of need:
- Communication and interaction
This includes children who have difficulty saying what they want to or understanding what is being said to them and children who do not understand or use social rules of communication.
This includes children with Autistic Spectrum Disorder who are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
- Cognition and learning
This includes children whose learning difficulty could result in them learning at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs and includes, for example, children who have Moderate Learning Difficulties (MLD) and children who have a Specific Learning Difficulty (SpLD) which encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. These children may need additional support in some areas of the curriculum.
- Social, mental and emotional health
Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. They may include becoming withdrawn or isolated, as well as displaying challenging behaviours along with children who may have disorders such as Attention Deficit Hyperactivity Disorder (ADHD) or attachment disorder. We work with CAMHS and other appropriate agencies to support these children.
This includes children who require special educational provision because they have a disability which prevents or hinders them from making use of educational facilities generally provided. This includes Visual Impairment (VI), Hearing Impairment (HI), Multi-Sensory Impairment (MSI) and Physical Disability (PD). We work with specialist services to access appropriate support to enable these children to access their learning.
At Heathfield, we are aware that these needs will be inter-related and that children may have more than one area of need.
To request, monitor and respond to parent/carers’ and pupils’ views in order to evidence high levels of confidence and partnership.
To ensure a high level of staff expertise to meet pupil need, through well-targeted continuing professional development.
To support pupils with medical conditions to achieve full inclusion in all school activities by ensuring consultation with health and social care professionals in order to meet the medical needs of pupils.
To work in cooperative and productive partnership with the Local Authority and other outside agencies, to ensure there is a multi- professional approach to meeting the needs of all vulnerable learners.
2) What are special educational needs (SEN) or a disability?
At Heathfield we use the definition for SEN and for disability from the SEND Code of Practice (2014). This states:
Special Educational Needs: A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England
Disability: Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘...a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer.
3) The kinds of special educational needs (SEN) for which provision is made at Heathfield (Schedule 1: point 1)
Children and young people with SEN have different needs, but the general presumption is that all children with SEN but without an Education, Health and Care Plan (EHCP) are welcome to apply for a place at Heathfield, in line with the school admissions policy. If a place is available, we will undertake to use our best endeavors, in partnership with parents, to make the provision required to meet the SEN of pupils at this school.
For children with an EHCP, parents have the right to request a particular school and the local authority must comply with that preference and name the school or college in the EHCP plan unless:
- it would be unsuitable for the age, ability, aptitude or SEN of the child or young person, or
- the attendance of the child or young person there would be incompatible with the efficient education of others, or the efficient use of resources
Before making the decision to name Heathfield in a child’s EHCP, the local authority will send the governing body a copy of the EHCP and then consider their comments very carefully before a final decision on placement is made. In addition, the local authority must also seek the agreement of school where the draft EHCP sets out any provision to be delivered on their premises that have been secured through a direct payment (personal budget).
Parents of a child with an EHCP also have the right to seek a place at a special school if it they consider that their child’s needs can be better met in specialist provision.
4) How does our school know if children need extra help? (Schedule 1: Point 2)
We know when a pupil needs help if:
Concerns are raised by parents/carers, external agencies, teachers, the pupil’s previous school or the pupil themselves, regarding concerns relating to inadequate levels of progress or inclusion.
Screening, such as that completed on entry or as a result of a concern being raised, indicates gap in knowledge and/or skills.
Whole school tracking of attainment outcomes indicates lack of expected rate of progress.
Observation of the pupil indicates that they have additional needs
5) What should a parent do if they thinkk their child may have special educational needs? (Schedule 1: Points 2 and 4)
If parents have concerns relating to their child’s learning or inclusion then please initially discuss these with your child’s class teacher. This then may result in a referral to the school SENCO whose name is Miss Corinne Wilkinson.
Parents may also contact the SENCO or the Headteacher directly if they feel this is more appropriate.
All parents will be listened to. Their views and their aspirations for their child will be central to the assessment and provision that is provided by the school.
6) How will Heathfield support a child with SEND? (Schedule 1: Points 2, 3, 6, 8 and 10) All pupils will be provided with high quality teaching that is differentiated to meet the needs of all learners (See Heathfield SEND whole school provision map). The quality of classroom teaching provided to pupils with SEND is monitored through a number of processes that include:
- classroom observation by the senior leadership team, the SENCO, external agencies,
- ongoing assessment of progress made by pupils with SEND,
- work sampling to ensure effective matching of work to pupil need,
- teacher meetings with the SENCO to provide advice and guidance on meeting the needs of pupils with SEND,
- pupil and parent feedback on the quality and effectiveness of interventions provided,
- attendance and behaviour records.
Pupils with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantage experienced in schools and increase their access to the taught curriculum.
All pupils have individual national curriculum targets set in line with national outcomes to ensure ambition. Parents are informed of these via the reporting system and also at events such as Parents’ conferences and parent pop ins.
Pupils’ attainments are tracked using the whole school tracking system and those achieving below expected levels of progress are identified very quickly. These pupils are then discussed in termly progress meetings that are undertaken between the class teacher, Headteacher and the Assessment Lead and if appropriate, the pupil themselves.
Additional action to increase the rate of progress will be then identified and recorded that will include a review of the impact of the differentiated teaching being provided to the child, and if required, provision to the teacher of additional strategies to further support the success of the pupil.
Where it is decided during this early discussion that special educational provision is required to support increased progress, parents will be informed that the school considers their child may require SEN support and their partnership sought in order to improve the well-being and attainment of their child.
Action relating to SEN support will follow an assess, plan, do and review model:
1. Assess: the class teacher and SENCO will collate Data on the pupil held by the school in order to make an accurate assessment of the pupil’s needs. Parents will always be invited to this early discussion to support the identification of action to improve outcomes.
2. Plan: If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the pupil will be obtained and appropriate evidence-based interventions identified, recorded and implemented by the class teacher with advice from the SENCO.
3. Do: SEN support will be recorded on a Personal Learning Plan (PLP) that will identify a clear set of expected outcomes, which will include ambitious and relevant academic and growth mindset targets, that take into account parents’ aspirations for their child. Parents and the pupil will also be consulted on the action they can take to support attainment of the desired outcomes. This will be recorded and a date made for reviewing attainment.
4. Review: Progress towards these outcomes will be tracked and reviewed termly with the parents and the pupil.
If progress rates are judged to be inadequate despite the delivery of high quality interventions, advice will always be sought from external agencies regarding strategies to best meet the specific needs of a pupil. This will only be undertaken after and Early Help Assessment has been completed with the parent and their permission has been obtained. It may include referral to:
- Local Authority Support Services
- Specialists in other schools e.g. teaching schools, special schools.
- Social Services
- Health partners such as School Nurse and Child & Adolescent Mental Health Service
N.B. For a very small percentage of pupils, whose needs are significant and complex and the SEN Support required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care plan (EHCP) being provided.
7) How will pupils be involved in decisions regarding provision that can better meet their needs? (Schedule 1: Point 8)
Heathfield uses one-page profiles. Age permitting, these are completed by the pupils themselves and identify their abilities and strengths, their personal aims and the action they require to be taken by the school to reduce barriers to learning and social success. The Learning Mentor will support younger children in the completion of these.
Each term, this information will be reviewed and the pupil’s views gained on the effectiveness of the action taken so far to meet their needs.
8) How will the curriculum be matched to each child’s needs? (Schedule 1: Point 3)
Teachers plan using pupils’ achievement levels, differentiating tasks to ensure progress for every pupil in the classroom.
When a pupil has been identified as having special educational needs, the curriculum and the learning environment will be further adapted by the class teacher to reduce barriers to learning and enable them to access the curriculum more easily.
These adaptations may include strategies suggested by the Special Educational Needs Coordinator (SENCO) and/or external specialists.
In addition, if it is considered appropriate, pupils may be provided with specialised equipment or resources such as ICT and/or additional adult help. All actions taken by the class teacher will be recorded and shared with parents.
9) How will parents know how their child is doing? (Schedule 1: Point 7)
Attainments towards the identified outcomes will be shared with parents termly through feedback regarding SEN support reviews but also through the school reporting system and Parents’ Evenings. For those children who have an Early Help Assessment, review meetings may be held more regularly depending on the timescales of the agreed actions.
Parents are encouraged to arrange an appointment to discuss their child’s progress with the class teacher, the SENCO, a member of the senior leadership team or the Learning Mentor (Mrs Renton) at any time when they feel concerned or have information they feel they would like to share that could impact on their child’s success. Please contact the school office who will arrange this appointment for you. The contact number is 01204 333595
10) How will parents be helped to support their child’s learning? (Schedule 1: Point 7)
Please look at the school website. It can be found at http://heathfield.eschools.co.uk/website and includes links to websites and resources that we have found useful in supporting parents to help their child learn at home.
The class teacher or SENCO may also suggest additional ways of supporting your child’s learning.
The school organises a number of parent workshops during the year. These are advertised in the school newsletter and on our website and aim to provide useful opportunities for parents to learn more about how to support your child’s learning.
If you have ideas on support that you would like to have access to in order to further support your child’s learning, please contact the SENCO who will locate information and guidance for you in this area.
11) How will the school evaluate the effectiveness of the SEN provision made for pupils? (Schedule 1: Point 3)
The effectiveness of SEN provision will be measured using both qualitative and quantitative data. Qualitative data will gather the views of parents and pupils on how successful the provision has been in enabling them to attain their outcomes. Quantitative data will examine both progress and attainment levels compared to those achieved nationally for pupils with the same level prior learning level. This data will be shared termly with governors and be judged by external moderators such as Ofsted.
12) What support will there be for children’s’ overall well-being? (Schedule 1: Point 3)
The school offers a wide variety of pastoral support for pupils. This includes:
A Personal, Social, Health and Economic (PHSE) curriculum that aims to provide pupils with the knowledge, understanding and skills they need to enhance their emotional and social knowledge and well-being. Please visit our website to see the topics that are included within this area of the curriculum.
Pupil and Parent voice mechanisms are in place (pupil interviews, pupil and parent surveys, parent forum meetings) and are monitored for effectiveness by the SENCO, Headteacher and Governor for responsible for this area.
Individual and small group nurture sessions to support pupil’s well-being are delivered to identified pupils and groups. These sessions aim to support improved social interaction skills, emotional resilience and well-being.
Commando Joe sessions, which happen on a weekly basis, also support pupils’ in building their skills in resilience, perseverance, problem solving, team work and communication and links to our Heathfield Heart characteristics.
The school has gained the Mental Health Bronze award which evidences the work undertaken within the school to support pupils’, parents and staff well-being and mental health.
In addition to this, there is a whole school focus on mindfulness. Children practice mindfulness in their classes and as part of the PSHE Curriculum.
Ladywood Outreach come in to deliver specialist interventions to support selected children. These may be to support needs such as emotional regulation, anxiety and social skills.
Extra transition sessions are arranged for our Y6 children who may need them when transitioning to secondary in the Summer term.
13) Pupils with medical needs (Statutory duty under the Children and Families Act)
Pupils with medical needs will be provided with a detailed Individual Health and Care Plan, compiled in partnership with the school nurse and parents and if appropriate, the pupil themselves.
Staff who volunteer to administer and supervise medications, will complete formal training and be verified by the school nurse as being competent.
All medicine administration procedures adhere to the LA policy and Department of Education (DfE) guidelines included within Supporting pupils at school with medical conditions (DfE) 2014 and identified in the School Medicine Administration Policy.
14) What specialist services are available at the school?
The school has access to a range of specialist support that are identified in (6) above.
15) What training do the staff supporting children and young people with SEND undertake? (Schedule 1: Point 5)
The SENCO has completed The National SENCO award.
The school has regular visits from SEN specialist teachers who provide advice to staff to support the success and progress of individual pupils.
The school invests in support from Ladywood Outreach, which allows us to provide specific and focused CPD for staff. This CPD is on a whole school level, small group and individual basis. Teachers and TAs who work with a child who has an EHCP receive the CPD that they need to best support the children they are working with.
The NHS Speech and Language Therapist visits weekly to assess and plan support for targeted pupils. These programs are then delivered by a member of staff within school.
Sensory Support visit school regularly to support children who have visual or hearing impairments.
Where appropriate, the school works alongside Occupational Health to support children who are on their caseload.
A member of the Governing Body has completed the SEN Governor training.
16) How will my child be included in activities outside the classroom including school trips? (Schedule 1: Point 3)
Risk assessments are carried out and procedures are put in place to enable all children to participate in all school activities.
Heathfield ensures it has sufficient staff expertise to ensure that no child with SEND is excluded from any school provided activity.
17) How accessible is the school environment? (Schedule 1: Point 3)
The following adaptations have been made to the school environment:
- Disabled parking spot marked and located next to the school reception.
- The school has a stair lift fitted to ensure the site is accessible to all.
- One toilet has been adapted to ensure accessibility for visitors with a disability.
- A Nurture Room has been developed to improve inclusion in the mainstream classrooms for vulnerable pupils.
- Our Accessibility Plan (statutory requirement) describes the actions the school has taken to increase access to the environment, the curriculum and to printed information is available via the school website.
18) How will the school prepare/support my child when joining or transferring to a new school? (Schedule 1: Point 12)
A number of strategies are in place to enable effective pupils’ transition. These include: On entry:
A planned introduction programme is delivered in the Summer term to support transfer for pupils starting school in September.
Parent/carers are invited to a meeting at the school and are provided with a range of information to support them in enabling their child to settle into the school routine.
The SENCO meets with all new parents of pupils who are known to have SEND to allow concerns to be raised and solutions to any perceived challenges to be identified prior to entry.
If pupils are transferring from another setting, the previous school records will be requested immediately and a meeting set up with parents to identify and reduce any concerns.
Transition to the next school, preparation for adulthood and independent living (Schedule 1: Point 12)
The transition programme in place for pupils provides a number of opportunities for pupils and parents to meet staff in the new school. These opportunities are further enhanced for pupils with SEND.
The annual review in Y5 for pupils with an EHCP begins the process where parents are supported to make decisions regarding secondary school choice.
Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information provided is comprehensive but accessible.
Accompanied visits to other providers may be arranged as appropriate.
For pupils transferring to local schools, the SENCOs of both schools will meet to discuss the needs of pupils with SEN in order to ensure a smooth transition.
How are the school’s resources allocated and matched to children’s special educational needs? (Schedule 1: Point 6)
The school receives funding to respond to the needs of pupils with SEND from a number of sources that includes:
- A proportion of the funds allocated per pupil to the school to provide for their education called the Age Weighted Pupil Unit.
- The National SEN budget. This is a fund devolved to schools to support them to meet the needs of pupils with SEND.
- For those pupils with the most complex needs, the school may be allocated additional educational needs funding from the Local Authorities High Needs SEN Funding allocation.
This funding is then used to provide the equipment and facilities to support pupils with special educational needs and disabilities through support that might include:
- In class, adult or peer support aimed at increasing skills in specific area of weakness (learning behaviours, organisation, etc)
- Out of class support (relationship building, social, emotional skill development)
- Small group tuition to enable catch up (subject or targeted at additional need)
- Specific support, advice and guidance is provided to parents and families to improve pupil’s readiness for learning (relating to pupil’s difficulties in attendance, behaviour, physiological and emotional needs etc)
- Provision of specialist resources or equipment (use of ICT, sloping board, electronic versions of text etc)
- Partnership working with other settings
- Access to targeted before/after school clubs (breakfast, homework, clubs targeted at increasing resilience – Commando Joe)
- Access to the school nurse and wider health professional support (responding to mental and physical health issues, speech, language and communication needs, motor control and mobility needs)
10.Access to support from the learning mentor.
11.Implementation of strategies from support agencies e.g. Behaviour Support/Ladywood Outreach/Speech and Language
The Pupil Premium funding provides additional funding for pupils who are claiming Free School Meals, who are in the care of the local authority or whose parents are in the Armed Services. The deployment of this funding is published on the school website.
If parents wish to discuss the options available for their child, they are welcome to make an appointment to see the class teacher, SENCO or the Headteacher.
19) How is the decision made about how much support each child will receive? (Schedule 1: Point 7)
For pupils with SEN but without an Educational Health Care Plan (EHCP), the decision regarding the support provided will be taken at joint meetings with the SENCO, class teacher and parent who will follow guidance provided by the Governing Body regarding SEN Funding deployment.
For pupils with an EHCP, this decision will be reached in agreement with parents when the EHCP is being produced or at an annual review.
20) How will I be involved in discussions about and planning for my child’s education? (Schedule 1: Point 7)
This will be through:
- discussions with the class teacher, SENCO or Headteacher,
- during parents evenings and parent pop ins,
- meetings with support and external agencies.
21) Who can I contact for further information or if I have any concerns? (Schedule 1: Point 9)
If you wish to discuss your child’s special educational needs or are unhappy about any issues regarding the school’s response to meeting these needs please contact the following:
- Your child’s class teacher,
- The SENCO,
- The Headteacher,
- For complaints beyond this stage in our complaints policy, please contact the Chair Of Governors, Zulfi Jiva. Mr Jiva can be contacted by letter via the school office.
22) Support services for parents of pupils with SEN include: (Schedule 1: Point 8)
Information, Advice and Support Agency Network offers independent advice and support to parents and carers of all children and young people with SEND and will direct visitors to their nearest IAS service http://www.iassnetwork.org.uk/
For parents who are unhappy with the Local Authority or school responses to their child’s SEND, parents may seek mediation from the regional mediation services. Information on this free service is located here http://preview.tinyurl.com/qx5a8vq
Parents and carers can also appeal to the Government’s SEND tribunal if you disagree with the Local Authorities decisions about your child’s special educational needs. You can also appeal to the tribunal if the school or council has discriminated against your disabled child. Information on this process is available here:
23) Information on where the Local Authority’s Local Offer can be found. (Schedule 1: Point 11 and 13)
What is a Local Offer?
From September 2014, each local authority in England has to publish a Local Offer for children and young people aged 0 to 25 years who have a special educational need or disability.
The purpose of the Local Offer is to provide a single point for information to help families access details about services available to them and offer guidance in multiple areas, such as:
- Early years places
- Schools (including academies and free schools)
- Health and care
- Leisure activities.
The Local Offer also includes guidance for parents when they need to speak with practitioners and professionals and information on giving feedback, raising concerns and making complaints.
Link to Bolton’s Local Offer:
Advice on mediation and conflict resolution services.
Schedule 1 of The Special Educational Needs and Disability Regulations 2014.
The SEND Code of Practice (January 2015) The Code of Practice provides statutory guidance on duties, policies and procedures relating to Part 3 of the Children and Families Act 2014 and associated regulations http://preview.tinyurl.com/nenth62 Supporting pupils at school with medical conditions Sept 2014. http://preview.tinyurl.com/nrv8wxy
Glossary (A glossary of SEND terms is included in the appendices of the SEND Code of Practice http://preview.tinyurl.com/nenth62