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Roding Primary School & Nursery with Provision for Deaf Children.


Roding Lane North, Woodford Green, Essex, IG8 8NP

SEND INFORMATION REPORT

Roding Primary School

Review Date: September 2021

Date for next Review: September 2022

This Special Needs Report should be read in conjunction with our School SEND Policy, found here:

https://rodingprimary.co.uk/redbridge/primary/roding/site/pages/keyinformation/specialeducationneeds/sen

What are the aims of Roding Primary in regards to pupils with special educational needs and/or disability (SEND)?

The aims of our policy and practice in relation to special educational need and disability in this 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 pupils with SEND engage in the activities of the school alongside pupils who do not have SEND.
  • To reduce barriers to progress by providing high quality teaching across the school.
  • To use our best endeavours 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:
4 NEEDS
  • To request, monitor and respond to parent/carers and pupils views in order to evidence high levels of confidence and partnership.
  • To support all staff in meeting pupil needs by providing 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.

What definitions do we use?

At our school we use the definition for special educational needs and for disability (SEND) from the SEND Code of Practice (2015)

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

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’.

*Parent(s) throughout this document refers to parents, parent, carer or those with parental responsibility

For which kinds of Special Educational Needs and/or Disability (SEND) is provision made for at Roding Primary School?

  • Children and young people with SEND have different needs, and the general presumption is that all children with SEND but without an Education, Health and Care Plan (EHCP) are welcome to apply for a place at our school, in line with the school admissions policy. If a place is available, we will undertake to use our best endeavours, 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 EHC plan unless:
  1. it would be unsuitable for the age, ability, aptitude or SEND of the child or young person
  2. the attendance of the child or young person there would be incompatible with the efficient education of other children
  3. the attendance of the child or young person there would be incompatible with the efficient use of resources
  • Before making the decision to name our school in a child’s EHCP, the local authority will send the governing body a copy of the EHCP and they will consider their comments carefully before a final decision on placement is made.
  • Parents of a child with an EHCP also have the right to seek a place at a special school if they consider that their child’s needs can be better met in specialist provision.

How does our school know if children need extra help?

We know when a pupil needs help if:

All or some of the below may apply and carefully considered through the system set out in the school policies including SEND and Assessment policies

Concerns are raised by parents/carers, external agencies, teachers, the pupil’s previous school or the pupil themselves, relating to inadequate levels of progress or inclusion

Screening such as that completed on entry or as a result of a concern being raised, could indicate gaps in knowledge and/or skills

Whole school tracking of attainment outcomes could indicate a lack of expected rate of progress

Observations of the pupil indicates that they have additional needs

 

What should a parent do if they think their child may have Special Education Needs and/or a Disability?

    We value the opportunity to work closely with parents whose views and aspirations for their child will be central to the assessment and provision that is provided by the school.

If parents have concerns relating to their child’s learning or inclusion then please initially discuss these with your child’s teacher.

This may then result in a referral to the school SENDCo or Director of Access and Inclusion (DAI)

Parents may also contact the DAI/SENDCo directly if they feel this is more appropriate

 

How will the school support a child with SEND?

All pupils are provided with high quality teaching that is differentiated to meet the needs of all learners. The quality of classroom teaching provided to pupils with SEND is monitored through a number of processes that include:

  • Monitoring of teaching and learning by the Core and Extended Leadership Team, the Director of Access and Inclusion (DAI), the SENDCO and 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 DAI and/or SENDCO to provide advice and guidance on meeting the needs of pupils with SEND.
  • Teaching assistant meetings with the DAI and/or SENDCO 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.

A range of steps are followed to identify pupils with SEND;

Pupils with a disability will be provided with reasonable adjustments (such as auxiliary aids and devices including tablets and laptops) to overcome any disadvantage experienced in schools and increase their access to the taught curriculum.

All pupils have individual targets set in line with national outcomes. Parents are informed of these via the reporting system and also at events such as Parent Evening.

In some cases, pupils with SEND might have a Learning Plan as well as a child-speak version more accessible to the child (Passport)

Pupils’ attainments are tracked using the whole school tracking system and those failing to make expected levels of progress are identified quickly.

Pupils are then discussed in termly progress meetings that are undertaken between the class teacher and members of the Core Senior Leadership team and if appropriate, the pupil themselves

Additional action to increase the rate of progress is identified and recorded. This will include a review of the impact of the differentiated teaching and if required additional interventions  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 rates of progress, parents will be informed that the school considers their child may require SEND support and their partnership sought in order to improve progress.


Action relating to SEND support will follow an ‘assess, plan, do and review’ model: Which is exemplified in the SEN Code of Practice 2015.

Assess, plan, do, review

How will pupils be involved in decisions regarding provision that can better meet their needs?

Our School uses a Learning Plan and a pupil passport for a pupil identified as SEND.  These are completed jointly by parents, staff and pupils to identify the pupils’ 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. Each term information is reviewed, and the pupil’s views gained on the effectiveness of the action taken so far to meet their needs.

How will the curriculum be matched to each child’s needs?

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

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 school will be recorded and shared with parents.

How will parents know how well their child is doing?

  • Attainment towards the identified outcomes will be shared with parents regularly through termly review meetings, also through the school reporting system and Parents’ Evenings.
  • We use an online platform called EDuKey which can be a useful tool to help communication with school staff on a more regular basis. Parents are encouraged to arrange an appointment to discuss their child’s progress with the class teacher and/or the SENCo 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.

How will parents be helped to support their child’s learning?

Please look at the school website. It can be found at:

 https://rodingprimary.co.uk/redbridge/primary/roding

and includes links to websites and resources that we have found useful in supporting parents to help their child learn at home. The Redbridge Local Offer can be found at the link below.

https://find.redbridge.gov.uk/kb5/redbridge/fsd/localoffer.page?localofferchannel=0

The class teacher DAI and/or SENDCO may also suggest additional ways of supporting your child’s learning. The school organise 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. You can also find regular information in the school newsletter on strategies to support your child with their learning.

If you have ideas on support that you would like to have access to or school events you could contribute to in order to further support your child’s learning, please contact the SENCo.

How will the school evaluate the effectiveness of the SEN provision made for pupils?

The effectiveness of SEND 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 from children’s starting points. The data can also be compared to national figures for SEND pupils.

This data will be shared termly with governors and may be scrutinised by external moderators such as Ofsted.

What support will there be for children’s overall well-being?

 The school offers a wide variety of pastoral support for pupils including: 

An evaluated Personal, Social, Health and Economic (PSHE) curriculum that aims to provide pupils with the knowledge, understanding and skills they need to enhance their emotional and social knowledge and well being

 

PSHE topics for each year group are shared on our website to enable parents to support learning at home

 

Pupil and parent views are sought through a variety of means that include questionnaires and person centred review meetings

Small group evidence led interventions to support pupil’s well-being are delivered by our Nurture Team, ELSAs and other trained staff to targeted pupils and groups

Pupils who find outside class times difficult can be provided with alternative small group opportunities within the school and action is taken to develop their social interaction skills.

 

The school has gained the Healthy School status which evidences the work undertaken within the school to support pupils’ well-being and mental health.

The school follows the nurture ethos and offers alternative learning environment for some children during the school day.

The Boxall profile is used to assess and target children’s overall well-being and support social and emotional development.

In 2021 we began our partnership with MHST (Mental Health Support Team), providing opportunities to school staff and supporting parents in supporting their children.

Regular staff training opportunities and collaboration with outreach services (including the Emotional Well Being and Mental Health Service and Well-Being Hub) ensure that the overall well-being of children, parents and staff is supported.

How are pupils with medical needs supported?

Pupils with medical needs will be provided with a detailed Individual Care Plan, compiled in partnership with the school nurse and parents and, if appropriate, the pupil themselves. In some cases this will be an integral part of a statutory Educational Health Care Plan.

Staff who volunteer to administer and supervise medications, will complete training overseen by a relevant health care professional such as a school nurse. This training will be recorded in the Care Plan 

All medicine administration procedures adhere to the Department of Education (DfE) guidelines included within supporting pupils at school with medical conditions (DfE) 2014 and identified in the School Medicine Administration Policy.

What specialist services are available at the school?

The Local Authority’s resourced provision for deaf children is an integral part of Roding Primary School. Our Deaf Provision offers a total communication approach within an inclusive setting led by qualified Teachers of the Deaf. Within the Deaf Provision the individual needs of our children lie at the heart of our planning, teaching and assessment approach.

At Roding all of the specialised services below are accessed through a referral process that requires parental consent and the meeting of thresholds. Waiting times to access some of the services can be long.

Local Authority Support services 

  • Educational Psychologist
  • Early Years Advisory Service
  • Specialist Educational and Training Support Service (SEaTSS)
  • Speech and Language Therapy Service
  • Occupational Therapy Service

Redbridge Specialist Educational and Training Support Service (SEaTSS)

  • ASD and Social Communication Team Support
  • Global Learning Difficulties and Speech and Language and Communication Team Support
  • Physical, Complex and Specific Learning Difficulties Team Support
  • Sensory Team Support including Hearing and Visually Impaired
  • Social, Emotional Mental Health Team

Health Partners

  • School Nurse
  • Physiotherapy service
  • Emotional Well-being and Mental Health Service (EWMHS) Star worker

Additional Services

  • Play Therapist
  • Emotional Literacy Support Assistant (ELSA)
  • Nurture Provision 

What training do the staff supporting children and young people with SEND undertake?

In the last two years, school staff have received a range of training at three levels; awareness, enhanced and specialist.

These include how to support:

  • Pupils who are deaf and basic audiology fault finding
  • Pupils who are on the autistic spectrum.
  • Pupils who have difficulties regulating their behaviour
  • Pupils in self-regulation.
  • The setting up and implementing of sensory-circuit to help children self-regulate.
  • Pupils with speech, language and communication difficulties.
  • Pupils with a visual impairment.
  • An evacuation of a person using an ‘EVAC-chair’.
  • The impact of attachment on vulnerable children.
  • Pupils with Anaphylaxis, Epilepsy and Asthma
  • Positive handling of children, where appropriate for the safety of the pupil, and other school pupils and staff.
  • The understanding Loss, Grief and Bereavement and Effects on Children and Families.
  • The identifying and understanding of SEND
  • The use of the SEN Code of Practice
  • Paediatric first aid training. 
  • The delivery of a range of phonic and maths interventions, including Toe by Toe, Power of 2, Nessy programmes.  
  • Pupils with physical needs fine and gross motor skills; Happy hands, Healthy hands.
  • Differentiation –pupil’s learning across the curriculum at different levels and with different needs
  • Questioning skills
  • The use of the Nurture Ethos and relationships and behaviour policy
  • The use and implementation of various intervention programmes covering the four main areas of need
  • The Governor with specific responsibility for SEND has participated in SEND Governor training.

How will my child be included in activities outside the classroom including school trips?

 Risk assessments are carried out and procedures are put in place to enable all children to participate in all school activities. The school ensures it has sufficient staff expertise to ensure that no child with SEND is excluded from any school provided activity.

How accessible is the school environment?

The school is fully accessible and wheelchair friendly. Ramps are situated around the site to ensure the site is accessible to all. A disabled parking bay for staff or visitors is marked and located next to th school reception

A stair lift has been installed in the main building lower corridor and enables access to classes on our lower floor. All steps are edged with yellow to ensure they are easier for those with visual impairment to negotiate

A chair lift has been installed so the top floor of the school is now accessible for all

Disabled toilet, shower and adaptations with changing facilities

An accessible medical room has been provided to ensure a safe place for children who are tube fed or who have a stoma bag for example.

How will the school prepare/support my child when joining or transferring to a new school?

A number of strategies are in place to enable effective transition for pupils.

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 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 located 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.
  • Focus pupils who have been identified with difficulties around managing transitions receive additional support which may include additional group sessions prior to and after transition to a new year group, delivered by trained staff.
  • Transition to the next school, preparation for adulthood and independence
  • 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 meet to discuss the needs of pupils with SEN in order to ensure a smooth transition.
  • Some pupils with SEND who transfer to secondary school participate in a transition intervention in the last half term of the academic year and may attend additional transition visit to their new setting.
  • Secondary SENCos are invited to attend annual review meetings of Year 6 pupils with EHC plans.
 

How are pupils prepared for further education and adulthood?

Parents may like to use the website of the National Careers Service www.nationalcareersservice.direct.gov.uk

that offers information and professional advice about education, training and work to people of all ages. A range of options are identified in the Local Offer published by the local authority www.redbridge.gov.uk/localoffer

which sets out details of SEN provision - including the full range of post-16 options – and support available to children and young people with SEN and disabilities to help them prepare for adulthood, including getting a job.

Where a student has an EHCP, all reviews of that Plan from Year 9 at the latest, and onwards, will include a focus on preparing for adulthood, including employment, independent living and participation in society.

At Roding Primary, where appropriate a range of steps are taken to support children with EHC plans on this pathway including individual targets to develop independence and self-help skills.

How are the school’s resources allocated and matched to children’s special educational needs?

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 Notional 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:
  • Targeted differentiation to increase access to text (accessible text, IT e.g. read aloud software, different recording strategies, additional time etc.)
  • In class, additional adult 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 encourage 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 (support from local special school and outreach teams to improve inclusion)
  • Use of specific environments in school such as work stations, learning mentor room, study support spaces and sensory room.
  • 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)
  • Access to support from in-school sources e.g. ELSAs or from outside agencies including and charity and community sources (e.g. Youth and Church groups, local businesses)
  • Implementation of strategies from support agencies e.g. Behaviour Support/Educational Welfare Support

How are decisions made about how much support each child will receive?

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 of an EHCP. The Local Authority administers and delegates the High Needs Funds which resources the EHCP.

For pupils with SEND, but without an EHCP, planning the support provided is led by the Inclusion Team, including the DAI and the SENDCo, advising the class teacher /subject teacher. Parents are involved in this through parent meetings as outlined by the SENDCo policy. Deployment of funds is overseen by the Governing Body.

How will I be involved in discussions about and planning for my child’s education?

This will be through:

  • Discussions with the class teacher, DAI or SENDCO
  • Attending parents evenings
  • Meetings with support and external agencies.
  • Annual review meetings for pupils with an EHC plan.
  • Termly progress meetings for children with EHC plans or receiving SEND support

Who can I contact for further information or if I have any concerns?

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  DAI or SENDCO
  • the Deputy or Headteacher

For complaints, please see the school Complaints Policy on the school website https://rodingprimary.co.uk/redbridge/primary/roding/site/pages/keyinformation/policies

Support services for parents of pupils with SEN include:

Information on where the Local Authority’s Local Offer can be found.

https://find.redbridge.gov.uk/kb5/redbridge/fsd/localoffer.page?localofferchannel=0

References:

  • 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
  • Supporting pupils at school with medical conditions Sept 2014.
  • Glossary (A glossary of SEND terms is included in the appendices of the SEND Code of Practice) https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

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