SEND Report 2016
The Special Educational Needs and Disabilities (SEND) Code of Practice sets out the responsibility for governing bodies to ‘publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN.’
The information required is set out in the Special Educational Needs and Disability Regulations 2014 and this report details how St Helen’s Primary School provides for and supports children with SEND
The kinds of SEND that are provided for:
St Helen’s Primary School provides for all forms of SEND as described in the SEND Code of Practice. For example, the school community currently or has recently included children with:
Communication and Interaction difficulties: including difficulties with speech, language and/or communication; conditions such as Autism Spectrum Difficulties and Asperger’s Syndrome
Cognition and learning difficulties: including moderate learning difficulties; severe learning difficulties; significant learning difficulties; and specific learning difficulties (which include dyslexia and developmental coordination difficulties);
Social, emotional and health difficulties: including children with Attention Deficit Hyperactivity Disorder and Tourette’s syndrome.
Sensory and/or physical difficulties: including children with visual impairments and hearing impairments, physical disabilities, health needs, genetic disorders and congenital syndromes.
Policies for identifying children and young people with SEND and assessing their needs, including the name and contact details of the SENDCo
Please, also, see the SEND section of the school website.
- consulting parents of children with SEND and involving them in their child’s education;
- consulting young people with SEND and involving them in their education;
- assessing and reviewing children and young people’s progress towards outcomes.
Parents and carers of children on the SEND Register are always encouraged to make an appointment at our Parental Consultation evenings. Parents are carers also have the right to request that the school’s SENDCo attends the meeting.
Parents and carers are also invited to an additional Parental Consultation each year in order to review the support being received by their child.
Families can also request a meeting with their child’s teacher and/or SENDCo by contacting the school office.
As part of our termly review meetings, children on the SEND Register (as appropriate) and their parents are involved in reviewing their Individual Support Plan.
Arrangements for supporting children and young people in moving between phases of education
This varies depending on the needs of the individual child. All children meet their new teacher and become familiar with their new classroom during our transition sessions.
Some children require more support with transition which may require, for example:
- extended transition planning
- taking part in additional visits
- meetings between the child’s current teacher, new teacher, parents/carers and SENDCO.
Children on who are moving from Year 6 to Year 7 often require additional support with transferring from primary to secondary school. This may require, for example:
- additional visits to the new secondary school;
- access requirements to be planned for;
- additional meetings between relevant staff, staff from the new secondary school, the child’s family and the child.
When transferring to a new school, the child’s SEND File is transferred to the new school.
The approach to teaching children and young people with SEND and how adaptations are made to the curriculum and the learning environment of children and young people with SEND
Quality First Teaching
Every child is different and needs different things to help them succeed, and this means that the things we put in place need to be different for each child, including those with Special Educational Needs and Disabilities.
All children at St Helen’s Primary School benefit from high quality teaching which includes an appropriate curriculum which is differentiated to meet the needs of all learners, including those who need support or extension. Teachers use a variety of teaching styles and a wide range of materials, and are highly aware of the needs of each student in their class. Assessment methods and materials are tailored to the needs of individual pupils so teachers are able to monitor the progress of all of our children very carefully.
Sometimes children need additional support to make good progress. There are lots of ways to do this. Additional support might include:
- small group support in class
- individual support in class
- small group work out of class
- individual work out of class
- access to specific resources (use of technology, accessible materials, specific aids)
- mentoring or nurture programme
- play therapy or counselling
- specifically differentiated materials
- part-time attendance shared with a specialist provision school
The expertise and training of staff to support children and young people with SEND, including how specialist expertise will be secured
All staff members receive appropriate SEND-related training and, where appropriate, have the opportunity to work alongside appropriate specialist professionals (see below).
A number of teachers and teaching assistants have received specific training in meeting the needs of children with autism and supporting children with speech, language and communication difficulties.
Specialist professionals we may work with to support our children include:
- The Educational Psychology Team
- Speech and Language Therapy Service;
- Occupational Therapy Service
- Autism Team
- Small Steps (support for children with Autism and their families)
- School Nursing Services
- Health Visitors
- Diabetes Nurses
- Play Therapists
Evaluating the effectiveness of the provision made for children and young people with SEND
The progress of children with SEND is carefully monitored by each child’s teacher on a lesson-by-lesson basis and the Senior Leadership Team, including the SENDCo, each half term.
Where necessary, provision is changed. This can include adaptations to the curriculum, purchasing of additional resources, accessing specialist expertise and/or, for children with significantly complex needs, accessing one-to-one support.
How children and young people with SEND are enabled to engage in activities available with children and young people in the school who do not have SEND
Children with SEN have excellent access to educational visits, extra-curricular activities including residential visits in Year 6.
Support for improving emotional and social development, including measures to prevent bullying
Our Curriculum and the additional opportunities available at school aim to develop all pupils emotionally and socially, including those with SEND.
Where required, additional nurture support is made available through access to an appropriate member of staff.
How the school involves other bodies, including health and social care bodies, Local Authority support services and voluntary sector organisations, in meeting children and young people’s SEND and supporting their families
We work in partnership with a wide variety of health and social care agencies. The school has a close working relationship with Hartlepool Local Authority’s SEND
Arrangements for handling complaints from parents of children with SEN about the provision made at the school
Please see the school’s ‘Complaints Policy’ (available on the school website).
Arrangements for supporting children and young people who are looked after by the Local Authority and have SEND
Arrangements are in line with other children on the SEND Register with adjustments made in light of additional guidance in the SEND Code of Practice.
These are described below:
Children who are being accommodated, or who have been taken into care, by a local authority
(i.e. under section 20, or sections 31 or 38 of the Children Act 1989) are legally defined as being ‘looked after’ by the local authority.
Local authorities have particular responsibilities for these children and act as a ‘corporate parent’. The local authority must safeguard and promote the welfare of all children they are looking after.
All maintained schools and academies and free schools must appoint a Designated Teacher for Looked After Children. This is Mrs Gill Burdis, who ensures that the implications of a child being both Looked After and having SEND are fully understood by relevant school staff.
Local authorities must promote the educational achievement of the children they look after, regardless of where they are placed. The Children and Families Act 2014 requires every Local Authority to appoint an officer who is an employee of that or another authority to discharge that duty. This officer, often known as a Virtual School Head (VSH) will lead a virtual school team, which tracks the progress of children looked after by the authority as if they attended a single school. Special Educational Needs and Disabilities departments should work closely with the VSH as well as social workers to ensure that local authorities have effective and joined-up processes for meeting the SEN of looked after children.
Local authorities are required to act under care planning statutory guidance issued by the Secretary of State when exercising their social services functions with regard to the children they look after. This is set out in volume 2 of the Children Act 1989 guidance.
This means that a considerable amount of planning will be done around the care, health and education needs of looked after children. They will have a plan, which sets out how the Local Authority will meet the care needs of the child, addressing all important dimensions of a child’s developmental needs. These include health, education, emotional and behavioural development, identity, family and social relationships, social presentation and self-care skills.
The plan will specifically include a Personal Education Plan (PEP) and a Health Plan (both are a statutory requirement) which will particularly assess and set out the child’s education and health needs. It may be through making these assessments that a child’s SEN will be identified.
Where a looked after child is being assessed for SEN it is vital to take account of information set out in the Care Plan. SEND professionals must work closely with other relevant professionals involved in the child’s life as a consequence of his/her being looked after. These include the social worker, Designated Doctor or Nurse, Independent Reviewing Officer (IRO), VSH and Designated Teacher in school. This will ensure that the child’s EHC plan works in harmony with his/her Care Plan and adds to, but does not duplicate, information about how education, health and care needs will be met. It is essential to involve the child, their carers and, where appropriate, their parents in the planning process. When referencing information contained within the Care Plan, only information relevant to meeting the child’s SEN should be included in the EHC plan. If in any doubt, SEN professionals should discuss this with the social worker and, where appropriate, the child and their carers.
A significant proportion of looked after children live with foster carers or in a children’s home and attend schools in a different Local Authority area to the Local Authority that looks after them. Local Authorities who place looked after children in another Authority need to be aware of that Authority’s Local Offer if the child has SEN. Where an assessment for an EHC plan has been triggered, the authority that carries out the assessment is determined by section 24 of the Children and Families Act 2014. This means that the assessment must be carried out by the Authority where the child lives (i.e. is ordinarily resident), which may not be the same as the Authority that looks after the child. If a disagreement arises, the authority that looks after the child, will act as the ‘corporate parent’ in any disagreement resolution, as described in Chapter 11 of the SEND Code of Practice.
It is the looked after child’s social worker (in close consultation with the VSH in the authority that looks after the child) that will ultimately make any educational decision on the child’s behalf. However, the day-to-day responsibility for taking these decisions should be delegated to the carer who will advocate for the looked after child and make appeals to the First-tier Tribunal (SEN and Disability) as necessary.