SEN Provision

In this section you can read about:

  • How we ensure all our pupils are treated equally.
  • How we help children with Special Education Needs and/ or Disabilities.
  • How we assess and identify children with Special Educational Needs. 
  • SEND Support Plans
  • Educational and Health Care Plans
  • How we provide for our children with Special Educational Needs and/ or Disabilities.
  • What are our arrangements for assessing and reviewing the progress of children with SEN?
  • How do we evaluate the effectiveness of provision for children with SEN? 

Pastoral, Medical and Social Support

At Pittington Primary School we consult with a wide range of agencies and partnerships to ensure the pastoral, medical and social needs of children with SEND are met.

If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.

Statement of Intent for Promoting Equality

How do we ensure that all our pupils are treated equally?

We pride ourselves on our whole school approach to equality. Our children, parents, governors and staff work hard to maintain our high standards of respect towards each other and in learning about each other as different people with differing needs. We aim for every pupil to fulfil their potential no matter what their needs.

Our children are involved, when appropriate in decision making in our school, particularly in relation to our environment and in building relationships with each other. Our caring community has been established and is maintained through teaching respect and responsibility and is often commented on by visitors to our school. Our children take an active role in setting their targets and discussing them with relevant staff.

We aim to:

  • Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued.
  • Include and value the contribution of all families to our understanding of equality and diversity.
  • Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.
  • Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.
  • Make inclusion a thread that runs through all of the activities of the school

Some of the things we do to promote this include:

  • Celebration assemblies every Friday where a huge range of achievements are shared by children of all abilities
  • School buddies who support children at play times if they encounter problems
  • Following an anti-bullying policy and acting swiftly to avert potential problems
  • Personal, Social and Health Education
  • Supporting a range of charities, often those with a personal link to people associated with our school
  • Running a breakfast and after school club for all children who require some before and after school care
  • Running school clubs such as sports clubs, games club, music based clubs, film club, homework club, book club etc

Pittington Primary School prides itself in being inclusive and will endeavour to support every child regardless of their level of need.  All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.

To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:

  • Ensure that all pupils have access to the school curriculum and all school activities.
  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
  • Help pupils to gain in confidence and improve their self-esteem.
  • Work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
  • Identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
  • Make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • Promote self worth and enthusiasm by encouraging independence at all age and ability levels.
  • Give every child the entitlement to a sense of achievement.
  • Regularly review the policy and practice in order to achieve best practice.

How does Pittington Primary School help children with Special Educational Needs and/or Disabilities?

Sometimes children enter our school with an already identified SEND. We have a fully inclusive ethos and welcome and value the contributions of all families.

We recognise that parents and carers know their children best and that we are teaching the most important people in their lives. We involve parents and carers and work collaboratively with them every step of the way.

Assessment and Identification

The school has an assess, plan, do review approach to teaching. Class teachers meet termly, specifically to discuss any concerns they may have about children who are making less progress than expected or are showing difficulties of any nature including social and behavioural difficulties. We pride ourselves on knowing our children ‘inside out’ and work very much as a whole school team so that teachers, teaching assistants, lunchtime supervisors, administration and caretaking staff are aware (on a need to know basis) of children who may need specific types of support.  

In the first instance it is often the class teacher who identifies  a need through their day to day working with the child and assessment procedures. The children are assessed against nationally set criteria to check their learning across all areas of learning. If they are seen to be making less than expected progress then a staged approach is used.

Parents / carers are informed and The Special Educational Needs Co-ordinator (SENCO) becomes involved so that we can work together to support their child and to decide what we are going to do.

 

If the child’s needs are to be met without the support of outside agencies, a Short Note will be made in consultation with parents/ carers, as a record of what will be done and a review date will be set to check whether the hoped for outcome has been achieved.

 

If progress is not made then the child, in consultation with parents / carers will be placed on the school’s SEND register and an SEND Support Plan will be set up. This will provide long term and short term targets and access to outside agencies to gain advice and support in how to best help the child.

 

Outside agencies we work with include:

 to provide the highest level of support for pupils with SEND.

We seek advice from additional services as required to enable us to support all our children whatever their need.

External agencies work with us in different ways depending on the needs of the child. Parents and carers are consulted in the first instance and asked for permission to share their child’s records in order that agencies can establish the best way to help the child. The agencies will then work closely with the school and parents and carers.

 They may:

  • Act in an advisory capacity to help the school to set appropriate targets
  • Extend the expertise of the staff to enable them to best support the child
  • Provide additional assessment
  • Support the child directly
  • Suggest that a statutory assessment is advisable

What is a SEND Support Plan?

A Support Plan states what the school, the class teacher and the SENCO plan to do to help your child and gives suggestions on how you can help:

  • Assessment and High Quality Teaching

High quality teaching and a differentiated curriculum is the first step in responding to a child with a special educational need. Initial concerns are discussed with parents and carers and actions recorded on what is called a short note. This is a record of what will be done and a review date will be set to check whether the hoped for outcome has been achieved.

If, after an agreed amount of time progress has not been made then the child will be given a support plan.

  • Plan

If any adjustments to the curriculum, any interventions or any support  are being put in place for their child,  parents/carers will be consulted to discuss the expected impact that this additional support could have on progress and developments.  Targets are agreed and a date is set to review the impact. This is recorded as a special educational needs support plan.

 

  • Do

The class teacher remains responsible for working with the child and ensuring that the support plan is followed.

 

  • Review

The effectiveness of the support will be reviewed with parents and carers, children, teachers, support staff, the school SENCo and anyone else who is involved, usually termly.

In addition to these procedures, children who are looked after will have their needs assessed and reviewed with parents, carers and social workers to ensure that all parties involved have access to educational opportunities, advice, guidance and further support to maximise their potential.

 

What is an Education and Health Care Plan?

Before September 2014, children who had significant needs were issued a Statement by the Local Authority. These have now been replaced by Education and Health Care Plans.

The purpose of an Education and Health Care Plan is to make special educational provision to meet the special educational needs of the child or young person, to secure the best possible outcomes for them across education, health and social care and, as they get older, prepare them for adulthood.

Children who have needs at this level will have their Education and Health Care Plans initiated by the Local Authority. However, they will be reviewed and monitored by the school, professionals and parents at least once a year.

This is a very detailed assessment of a child’s needs. Parents/Carers, the school, the child (if appropriate) and a range of professionals will all be asked to provide written reports and submit their advice for consideration. Due to the number of people involved and the need to carry out assessments this can be a lengthy process. However, if an Education and Health Care Plan is issued then the Local Authority will produce a detailed individual plan advising the school what to do to meet the needs of the child.

How do we provide for our children with Special Educational Needs and/or Disabilities?

All pupils follow the National Curriculum at a level and pace that is appropriate to their abilities. Our SEND philosophy places SEND children at the heart of personalised learning and our curriculum is tailored to meet individual pupils needs. At times when it is felt appropriate, modifications to the curriculum may be implemented.

Class teachers have a responsibility for enabling all pupils to learn. To achieve this we work together as a school team. We have supportive and trained staff who are fully committed to the inclusive ethos of our school.

We have a number of support staff  who work closely with the class teachers to help children to access additional resources and activities to enable them to make maximum progress.

We have a hands on approach making sure that children can use resources and strategies that help them to progress.

Our staff have expertise in and currently support children with the following needs:

  • Supporting Emotional Wellbeing
  • specific learning difficulties such as dyslexia
  • ASD
  • Attention deficit hyperactivity disorder (ADHD)
  • Behavioural difficulties
  • Speech and Language difficulties
  • Social Difficulties
  • Visual Impairment
  • Emotional Difficulties
  • Communication Difficulties
  • Motor Skills Difficulties

We work closely with professionals from outside agencies such as health professionals, therapists and education specialists to ensure our children receive appropriate levels of support. 

Staff help children in a variety of ways including:

  • Using electronic communication aids
  • Taking small groups of children to work on specific academic targets
  • Providing and teaching children to use additional resources such as visual timetables and pictorial resources when approprate. 
  • Taking individual children to work on speech and language targets
  • Giving opportunities for children to access the most appropriate activities
  • Working very closely with the class teacher and SENCo to ensure that children are making progress and that children are working on appropriate activities
  • Taking children in small groups to further develop social skills
  • Taking Children in small groups to further develop fine and gross motor skills
  • Running our ‘Hedgehog Club’ which helps children to further develop self confidence, self esteem and social skills
  • Helping children to access ICT and Technology
  • Supporting children with appropriate use of rewards and sanctions.

All children are different and we are continuously learning to support children with a wider range of difficulties. We welcome this and are constantly accessing  new training and advice for supporting our individuals.

Children who are on our SEN register will access support additional to that normally available in the classroom. Although children’s needs are assessed individually children may work work in a small group or 1:1 situation with a teacher or teaching assistant once or more than once a week. These groups may be taught alongside the rest of the class in the classroom or taken to our ‘Hedgehog Room’ where there is a special area set up for a range of activities.

In addition we make reasonable adjustments to our school environment as required. This may include for example adding handrails to stepped areas or marking steps with coloured paint to aid visually impaired children. In our classrooms children may be provided with aids to help them to write such as sloping seats or boards, or with resources such as different coloured paper, additional access to ICT etc. We constantly evaluate the needs of our children and provision changes as needed but in all our classrooms there is free access to resources needed on a day to day basis.

What are our arrangements for assessing and reviewing the progress of children with SEN?

Assess, plan, do, review cycles including:

  • Termly reviews of support plan and short notes
  • Tracking of pupil progress through our whole school assessment and tracking systems.
  • Before and after assessments of some interventions
  • Working with other professionals such as speech and language therapists to assess and review progress.
  • Annual reviews of children with an Education Health Care Plan (EHCP)

How do we evaluate the effectiveness of provision for children with SEN?

We strive to provide the best possible education for all of our children all of the time. In order to do this we have a rigorous monitoring system whereby we evaluate our own practice in a range of ways.

The Head teacher and the school SENCo are responsible for this which involves the following:

  • At least once in a school year children’s work is scrutinised to ensure that activities match their needs
  • Children are questioned about their work and activities and are invited to give feedback as to what they enjoy, or not and to give input into what they what they would like to do next
  • Termly meetings are held with all staff to discuss current needs and adaptations that may need to be made to accommodate changing needs
  • The SENCo and headteacher observes and evaluates lessons and group activities to advise on the suitability of tasks
  • Teaching assistants regularly evaluate their levels of support and identify possible changes that may be made to timetables to give maximum impact and ensure that all children are accessing the wider curriculum
  • Parents and carers are invited to respond to questionnaires and give feed back of their own thoughts and experiences of working with us. This information is collated by the SENCO and reported back to parents/ carers, governors and staff. 
  • The impact of support and interventions linked to short notes and support plans is measured through reviewing them termly and through 'before and after' assessments with some interventions.
  • School assessment and tracking systems are monitored by the headteacher, SENCO and Senior Leadership Team to track progress of children with SEND. 
  • The SENCO and class teachers work closely with professionals from outside agencies in monitoring the progress of children with specific needs.