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SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND)

If you have any queries relating to Special Educational Needs please contact Mrs Paula Stephenson, our school SEN Co-ordinator (SENCo)  pstephenson@broomgrove-jun.essex.sch.uk  

 

If you are a potential new parent to Broomgrove please telephone the school office to make an appointment to discuss your child's additional needs with the Headteacher.  01206 822141

 

Please open the document below to read about how we support pupils with additional needs.

SEND Policy and Information Report(Local Offer) October 2016

 

This is a joint statutory policy for Broomgrove Infant and Junior Schools, written in consultation with staff and governors. This policy is reviewed annually and ratified by the governing bodies of both schools.  

Our approach:

We recognise that some children will, at some stage in their school life, require a more personalised approach to enable them to make progress, enjoy success and achieve.

To support children with specific needs we use a person centred, collaborative, graduated approach. We use an ‘Assess, Plan, Do, Review’ cycle to ensure we give high quality and appropriate support. Our aim is for parents/ carers, children and school staff working together to enable all children to reach their potential.  Reasonable adjustments will be made so that children with special educational needs and disabilities can take part in every aspect of school life. Any adaptations to the curriculum are based on a child’s individual needs with the goal of including them socially and academically. Any support and interventions put in place aim to overcome barriers to learning. To support this process, we use the Provision Guidance provided by Essex County Council to ensure that appropriate strategies are used at every stage.  

Both schools work closely together to achieve the best possible outcomes for all children. We also value our relationship with other local schools and work together with them to further enhance our provision.

In meeting children’s needs we are also required to work within the following Acts:

  • The SEN Code of Practice and the Children and Families Act 2014,
  • The SEN and Disability Act (amended 2001) and the
  • The Discrimination and Disability Act (12 2006)
  • The Equality Act (2010)

The implementation of the SEN Code of Practice 2014 will be through this School Offer.

Finding out about our schools:

Parents and carers are welcome to visit our schools. Both schools share a Special Educational Needs and Disabilities Co-ordinator, Mrs Paula Stephenson. Her contact details are as follows:

By phone: for Infant School children 01206 822141

for Junior School children 01206 833893

By email:   pstephenson@broomgrove-jun.essex.sch.uk

 

Admissions:

We welcome children with special educational needs and disabilities. With support from the local authority and parents/carers, we aim to ensure that children are fully included into the life of our schools. Our joint Admission Policy, which can be found on both school websites, does not make any distinction between children with special educational needs and disabilities and other children; children are admitted regardless of aptitude or ability.

 

Partnerships:

We aim to work collaboratively with parent/carers, school staff, our children and outside agencies, in the following ways:

 

  • We will work on jointly agreed targets and review progress together each term. Children who have identified needs will have termly Person Centred Reviews at which a new SEND Support Plan (One Plan) will be written.
  • We access support from other professionals when this is appropriate e.g. School Nurse, Family Support Worker, Educational Psychologist, School Doctor and Specialist Teacher.
  • Some resources and agencies are provided by the Local Authority (LA), some from the Mid Tendring Education Partnership (MTEP) (a group of schools, to which both Broomgrove Schools belong, that all contribute money to jointly commission services) and some by the school.

 

We can also signpost parents and carers to, and assist them in getting help from other services e.g. Statutory Assessment Service (SAS) , Family Solutions, Emotional Wellbeing and Mental Health Service(EWMHS) Educational Psychologist, Specialist Teacher Team, Relate, the Paediatric team and other Health and Voluntary Organisations.

The Local Offer:

The Local Authority has information on what is provided or is available in this area for schools and children with special educational needs and disabilities. This can be accessed by going to www.essexlocaloffer.gov.uk

Our arrangements for consulting with children with special educational needs and disabilities:

Children will take part in discussions about their progress, welfare and achievements with teachers and Learning Support Assistants.

  • Pupils will help to set targets and review progress in their SEND Support Plan (One Plan).
  • We aim to include children with special educational needs and disabilities in all areas of school life and listen to their views.
  • We will make reasonable adjustments whenever possible to the curriculum, resources and school buildings in order to include them. 
  • We want all of our children, to feel confident and to have high expectations so that they can achieve well.

How does the school identify, assess and make provision for children and young people with SEND?

We aim to identify children with special educational needs as early as possible.  This will be done using a range of assessments, observations and gathering information from teachers, parents, staff and other relevant professionals.

The school recognises that children with special educational needs, if they have a learning difficulty or disability which calls for additional provision, that this provision should be assessed using the definition in the SEN Code of Practice 2014, which is as follows:

  • They have a significantly greater difficulty in learning than the majority of others of the same age
  • Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools

The four categories of special educational need are:

  • Cognition and Learning
  • Communication and Interaction
  • Sensory and Physical
  • Social,  Emotional and Mental Health

A diagnosis of a need or condition does not necessarily mean that a child has a special educational need, nor that they require additional provision; however, staff will be informed that a need has been identified.

Children with behavioural needs, English as an Additional Language or who progress slowly or have low attainment, may not necessarily have a special educational need. Children who have a disability do not necessarily have a special educational need.

 

Assessment and provision – our Graduated Approach:

  1. Quality First Teaching (QFT)

The majority of children’s needs will be met in the classroom setting by the class teacher through delivering high quality lessons with different levels of work tailored to meet the levels of children working in the class.

  1. Quality First Teaching with additional strategies (Q+)

Children operate broadly within the expected range of abilities for their age. If their progress or development occurs at a somewhat slower pace than that of other children however, the class teacher will use the Essex Provision Guidance to identify further strategies, note starting levels, and provide suitably differentiated work. The class teacher will also record the effectiveness of these additional strategies.

If a class teacher, child or parent/ carer has a concern that despite adjustments to high quality teaching (QFT) progress is still not being made, the SENCO will be consulted. Having been assessed and/ or observed, further adjustments will be made to QFT and class based interventions. 

  1. SEN Support

If progress with learning and development is:

  • at a very slow rate and additional support is needed to achieve this
  • is at a level significantly below age-related expectations
  • not achieving expected outcomes and there is evidence of an increasing gap between them and their peers
  • or if there is clear immediate need, for example  in learning, physical social  mental health or communication

then ‘additional to’ or ‘different from’ interventions and strategies will be put in place. In order to do this, assessments and observations will be carried out by the SENCO, class teacher or LSAs. Previous assessments and evidence will also be looked at and a decision to provide an SEN Support Plan may be made.

If a child meets the criteria for SEN support:

  • The parent/carer will be invited to a Person Centred Planning meeting with the class teacher and SENCO
  • The child will also be involved in the process of target setting, recognising strengths and areas for development
  • A SEN Support Plan will be drawn up. The first page sets out what we all like and admire about the child, their strengths, how they will help themselves and what is important for them. All at the meeting will decide on Desired Outcomes for the child. The parent/ care and child will be actively involved in saying what outcomes they want to work towards The Plan  sets out what the Desired Outcomes for the child are and how we will all work together to achieve them. It will also list any other professionals to be involved.
  • The SEN Support Plan will be reviewed each term until the child no longer needs the support. Provision will also be recorded on the  Provision Map. School training needs will also be identified and planned for, linked to the needs of children in the school and those about to start.
  • The school offers a range of additional interventions to support children’s learning and development, focused group work in or out of class, with the class teacher, LSA or SENCO, specific programmes, one to one support or therapeutic support.  Other professionals may be involved where appropriate.

 

 

 

  1. High Needs Support

If, despite adjustments over time and the implementation of an SEN Support Plan, there is still concern about progress, and/or the child meets the criteria for an Education and Healthcare Plan (EHCP), an application will be made to the Statutory Assessment Service. Children who currently have Statements of SEN will have these converted to EHCPs by September 2017.

Each school will use its best endeavours to make appropriate provision within its budget. Outside agencies may be consulted or commissioned as appropriate.

Information on the kinds of SEN provision made in the school:

Both schools have experience in supporting children with a wide range of special educational needs and disabilities e.g. dyslexia, speech and language needs, autistic spectrum difficulties, visual impairment, hearing impairment and physical needs. Provision and adjustments are made according to need.

Through our partnership with other local schools we are able to provide additional provision and training in areas such as:

  • Speech and Language Therapy
  • Parent Support
  • Visits from an Educational Psychologist
  • Therapeutic services e.g. Relate, Theraplay

Information about the expertise of staff and how specialist expertise will be secured:

All teaching and support staff are responsible for all children in their care, including those with special educational needs and disabilities.  They are responsible for ensuring the needs of each child are met (education, health and social) and ongoing staff training and development is planned to meet this requirement. 

Where a child has a specific need, relevant training and support will be accessed through:

  • Specialist Teacher Team
  • Health and Medical Agencies e.g. The Paediatric Team, paediatric nursing team, local GP, Speech and Language Therapy
  • School Nurses
  • Emotional Wellbeing and Mental Health Service EWMHS
  • Charities and voluntary organisations for example, Autism Anglia
  • All Learning Support Assistants have had recent training in the interventions they deliver
  • The SENCO is working towards Level 5 OCR Teaching children with dyslexia

Additional support is timetabled as is deemed appropriate, to meet the needs of each individual child.

The progress of all children, including those with special educational needs and disabilities, is monitored and assessed regularly by class teachers and senior leaders.   

Adjustments to the type of support/ level and/or the curriculum will be made where necessary.  Any adjustments will be recorded, monitored and evaluated in consultation with children and their parents/ carers.  This consultation may involve other professionals or agencies.

Evaluating the effectiveness of the provision made for children and young people with special educational needs:

Provision is reviewed every half term when progress meetings are held, involving the class teacher, the SENCO and the relevant headteacher. Provision maps of support given to children and groups are examined and the success of interventions are tracked. Adjustments to provision, interventions, support and the involvement of outside agencies will be made. Progress, provision and support for children are also tracked at review meetings. Progress and attainment of groups is tracked through Year Group Steps and progress visible in children’s books each term.

SEN Support reviews are held each term and are run by the class teacher with the SENCO supporting. Reviews also involve the child and their parents/ carers, and involve everyone at the meeting taking an active part in creating joint Desired Outcomes which are worked on over the next term.

Information about how equipment and facilities to support children and young people with special educational needs will be secured:

Both schools make every effort to ensure all children have full access to the curriculum and, where possible, specific equipment and facilities are provided.  These resources can be secured through:

  • The Specialist Teacher Team
  • External advisors and professionals
  • MTEP (Mid Tendring Educational Partnership)

Both schools are mindful of the need to be accessible to children and adults. Broomgrove Infant School is on one level with an Accessible toilet. There is a Sensory Room for children who need social and emotional support or a quiet space and a Movement Room. A Co-ordination Club is run for children with co-ordination needs.

Broomgrove Junior School is also on one level with an Accessible toilet. There is a Helping Harbour which is a quiet room for children who require time and a space away from their main classroom.

The Accessibility Plans for both schools can be found in the Equality Plan on each school’s websites.

How children and young people with special educational needs are enabled to engage in activities available with children and young people in the school who do not have special educational needs:

Any reasonable adjustment will be made to enable children with specific needs to take part in activities available for children who do not have a specific need. Each case would be looked at separately.

Support for improving emotional and social development: 

This support should include extra pastoral support arrangements for listening to the views of children and young people with special educational needs and measures to prevent bullying.​

In both schools children have the opportunity to give their views at the termly review meetings and any concerns would be acted on promptly. Children with identified pastoral needs will have the opportunity to talk to a member of staff on a regular basis, take part in Nurture groups, have supported playtimes, take part in Social Skills Groups or have support from Relate EWMHS or LSAs, as appropriate. Broomgrove Schools are telling schools and children are encouraged to speak to a member of staff if they are concerned about bullying behaviour. Positive qualities of all children are valued.

How the governing body involves health and social care bodies, Local Authority support services and other bodies in meeting the needs of children with special educational needs and disabilities:

The policies of both governing bodies with regards to SEN, safeguarding, equality and welfare make explicit the duty of each school to make referrals or seek advice/ support from the local authority and other outside bodies to meet the needs of children with special educational needs.

Contact details of support services for parents/carers of children with special educational needs, including those for arrangements in accordance with Clause 32:

The Local Authority publishes its own Local Offer which contains contact details relating to support services available to parents and carers of children with special educational needs in Essex. Examples of support services which can be accessed include:

School arrangements for signposting pupils transferring between stages of education:

Both schools will make contact with those playgroups, secondary schools and other primary settings that children move from or to. We will contact the SENCO in the previous and receiving settings and liaise with a range of agencies and professionals during transition periods

We will directly involve the child and parents/carers in these arrangements.  This will usually involve visits/ meetings, induction days, meetings with relevant staff (e.g. SENCO) and any necessary adjustments to the EHCP/ Statement will be made. Information about a child’s needs will be shared between schools and nurseries. Some children may need extra visits to get familiar with their new school. Visits are organised to a receiving Secondary Schools as appropriate.

Arrangements for responding to complaints from parents of pupils with SEN concerning the provision make at the school:

We encourage parents to raise any questions or concerns with us at an early stage, in order that issues can be resolved quickly and informally.  We will try to achieve mutual understanding and agreement about all matters relating to an individual child.

If a parent feels that a significant concern has not been sufficiently resolved, they should address the matter in writing to/ or meeting with the headteacher of their child’s school.  Each school will then follow the Complaints Procedure where necessary.

A copy of each school’s Complaints Policy is available on their website.

Appendix (i)

Duties of The Inclusion Manager

Mrs Paula Stephenson is the SENCO for both schools. It is her duty to co-ordinate provision for all children across both Broomgrove Schools that have special educational needs. She is also responsible for the day-to-day operation of this Policy.

Her duties are to:

  • Advise and support teachers with the differentiation of class work
  • Support teachers with the writing and implementation of individual programmes of work and managing provision for children with specific needs
  • Update and oversee all records of children with special educational needs
  • Keep up to date with new legislation/ developments and disseminate information to staff
  • Maintain and make available to staff a bank of learning support material
  • Liaise with fellow SENCOs
  • Co-ordinate provision for children with special educational needs
  • Contribute to the in-service training of staff
  • Maintain the day-to-day operation of the school’s SEND Policy
  • Work with the other school leaders on planning and implementing policies and procedures
  • Act as a mentor for staff if requested
  • Liaise with external agencies
  • Arrange regular review meetings with parents and teachers
  • Lead  information/ inset sessions for TAs

The Role of each schools’ Governing Body

The governing body of each school will:

  • Determines the general policy and approach to provision for children with special educational needs
  • Establishes appropriate staffing and funding arrangements
  • Maintains a general oversight of the school’s work
  • Will report annually on the school’s SEND Policy

See The SEN Code of Practice 2014 for the full duties of the governing body.