All the children on the SEND register are under the provision of SEN
SENDCo: Mrs Anna Mason
The identification of Special Educational Needs (SEN) is built into the overall approach to monitoring the progress and development of all pupils. If a pupil continues to make less than expected progress, despite evidence based support and interventions that are matched to the pupil’s area of need, the school would consider involving specialists. This year we have involved behavioural specialists as well as Advisory Teachers and an Educational Psychologist to advise us on effective support and interventions.
We have been alert to emerging difficulties and responded early. We have listened, valued and tried to understand when parents/carers express concerns about their child’s development. Whenever we have gathered information concerning an existing child on the SEN register, or a child potentially requiring SEN support, it has always included a discussion with the pupil and their parents/carers. The involvement of any specialists and what was discussed or agreed is recorded and shared with the parents and teaching staff supporting the child in the same way as other SEN support.
Where we have decided to provide a pupil with SEN support, the parents/carers have been formally notified, although they would already have been involved in forming the assessment of needs. The teacher and the SENCO agreed, in consultation with the parents/carers and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.
Teaching has been differentiated and personalised for all children. Additional interventions (both in and out of the classroom) have been used where appropriate to address the barriers to learning for SEN children. The interventions which take place outside of the classroom are run by Teaching Assistants who use specific programmes chosen by the class teacher and SENCo as well as any external agencies who may have been involved. These are: Rapid Reading, Dancing Bears, Sounds Right and the In Gloucestershire Children Count maths programme. The specialist sports coach has also been involved in providing support by using the Fizzy Programme with applicable children to promote gross and fine motor skills development. The SENCo has ensured that any appropriate training for staff has been given. Regular reviews of these interventions have ensured that they are being used effectively and applicably.
Where appropriate, children have always been involved in the review of their My Plans. A child’s My Plan/My Plan+ is reviewed 3 times a year and parents are always offered the opportunity to meet with the class teacher and/or the SENCo to be part of this review. In this way, parents/carers are fully aware of the planned support and interventions and,
where appropriate, plans have sought parental/carer involvement to reinforce or contribute to progress at home. Copies of a child’s My Plan/My Plan+ are always sent to the parents/carers. A part of the role of the SENCo has been to liaise with parents/carers of pupils with SEN with the class teacher. This is preferably done through face to face meetings but has been done by email, letter or phone call.
The SENCo and class teacher have liaised with potential next providers of education to ensure a pupil and their parents/carers are informed about options and a smooth transition has been planned.
External individuals and agencies used to meet the needs of children and their families:
Educational Psychologist ATS (Advisory Teacher Service) Ben Bishop (behavioural specialist) Elizabeth Hamilton (Parent Support Advisor)