SEN Report – November 2016
My name is Trudie Frith and I am the Chair of Governors at Earlsmead Primary School. New Government Legislation requires us as a school to publish a report called the SEN information report (clause 65 of the new SEN act). Here is Earlsmead’s report for the last academic year.
The Governing Body at Earlsmead is proud of the school’s inclusive ethos. We would like to share with you the following, which explains the way pupils with additional needs are identified and worked with to ensure they reach their full potential. We hope this helps you understand the process.
What kind of special educational needs provision is available for children at Earlsmead Primary School?
Earlsmead Primary School is a fully inclusive school, which ensures that all pupils achieve their potential; personally, socially, emotionally and academically in all areas of the curriculum, regardless of their gender, ethnicity, social background, religion, physical ability or educational need. We are additionally resourced for children with moderate learning difficulties.
Our staff are very well qualified and experienced in teaching children with a range of needs:
Ms Nobbs (Assistant Head for Inclusion and Additional Resourced Provision Manager) has over 20 years experience as a teacher in both mainstream and special schools. Ms Nobbs has an MA in Education and this course included a year studying provision for children with additional needs.
Mrs Marshall (SENCo) has over 20 years experience as a teacher working with children with additional needs.
Mrs Emmerson has many years experience of teaching children with additional needs and a wide range of specialist knowledge on working with children with emotional, social and behavioural difficulties.
Admissions for pupils with additional needs
Admissions for all pupils are managed by Harrow Council. If a pupil has an Education Health Care Plan (EHCP) or a Statement of Special Educational Needs, Harrow Special Educational Needs Assess and Review Service will support the family in finding a suitable school. If Earlsmead is able to meet the needs of the pupil then they will be offered a place. This includes admission into Saplings, our additional resource provision for pupils with Moderate Learning Difficulties.
If a pupil with an additional need but without an EHCP or Statement is offered a place at Earlsmead, they will be admitted and welcomed. Once at Earlsmead, the level of need and therefore the support required is carefully assessed and put into place.
How does Earlsmead Primary School know if a child needs extra help?
Individual children’s needs are identified and assessed by the school in different ways. We know when pupils need help if:
· Concerns are raised by parents/carers, teachers or the child. When a concerned is raised, a paper work trail is started to keep a record of concerns. These concerns often go away after a term. However, if the concern continues, or reoccurs, we have it documented to support us in supporting your child.
· Limited progress is being made in accordance with age related expectations.
· There is a change in the pupil’s behaviour or progress.
· Concerns are raised by external agencies (e.g. GP, school nurse, Educational Psychologist).
· Information is provided from a previous setting (e.g. nursery setting).
What should I do if I think my child may have an additional educational need?
If you, as a parent, have concerns regarding your child then you should make
an appointment to see the class teacher. Where appropriate the concern will then be shared with Special Educational Needs Co-ordinator. (SENCo). – Mrs K. Marshall. Further discussions may then take place between all relevant parties to determine the best way forward for your child.
How will the school staff support my child?
We support children using a variety of strategies. These may include:
· Quality first teaching – providing high quality education on a daily basis for all children; this includes adapting and differentiating the curriculum accordingly
· Appropriate specialist equipment may be given to your child e.g. writing slopes, pencil grips
· Small group or one to one support – targeted interventions to accelerate progress
· Sometimes children require a personalised timetable, a behaviour plan or access to individualised workstations both inside and outside of the classrooms, to help scaffold their learning.
We follow all recommendations set by outside agencies e.g. Speech and language therapist, Educational Psychologist. All adults working with a child have a copy of these and plan them in to everyday activities. They are often small, achievable, short-term targets for the child to work towards.
Once we have put all of the above actions in to place, children often begin to make the progress we expect. However, sometimes, children need extra support and we in school need extra advice on how we can deliver appropriate provision. It is at this time, with parents’ consent, we would ask to refer a child to an outside agency such as Speech and language therapy or the Educational Psychologist. There is a whole range of outside agencies that we can ask for support from.
All pupils are encouraged to take part in all aspects of school life including events and visits off site arranged by the school. Where necessary, support for individual children will be agreed in collaboration with parents and relevant school staff prior to an event. Adjustments are made within the school building to ensure equality of access to all aspects of school life.
How will I know how my child is doing?
We support and involve parents in their child’s learning both formally and informally. This may include:
· Open door policy which provides parents with the opportunity for discussions face to face or on the phone
· Open afternoons every term
· Class events/assemblies
· Parents Evenings
· Telephone or email conversations
· Annual reports
· Annual review meetings (where applicable).
· Support from and meetings with the SENCo (Mrs K. Marshall)
· Reports and or meetings with any outside agencies involved with your child
Additional appointments can be made with the class teacher or the SENCo via the school office at any time you wish to discuss your child’s progress
How will my child’s needs be identified and the learning and development provision matched their needs?
The majority of pupils needs can be met through quality first teaching and appropriate differentiation within the classroom environment. For children who have an outside agency involved in their education, they will have a list of recommendations that an adult will put in place for them. Sometimes children go through periods where they struggle to cope with the main stream curriculum. Short term solutions to this can be a personalised curriculum to support the pupil to stay in school. Children with additional needs have a highly successful time at Earlsmead and are well supported by staff, parents and other agencies.
How is the decision made about how much support my child will receive?
The level of support is decided on consultation with parents, teaching and support staff, and relevant external agencies; including the Local Authority.
The level of support will be constantly reviewed in order to identify when and where additional support may be need.
How can I find information about the local authority’s Local Offer of services and provision for children and young people with special educational needs and disability?
Information can be found on Harrow Local offer site. http://www.harrow.gov.uk/localoffer/
Who can I contact for further information?
Key Contacts (all of whom can be contacted via the school office or on 0208 864 5546):
Mrs Wicks, Acting Head Teacher
Miss Gregory, Acting Deputy Head Teacher (CPD, Teaching and Learning)
Ms Nobbs, Acting Deputy Head Teacher (Inclusion)
Mrs K. Marshall, SENCo
Mrs Emmerson, Behaviour support co-ordinator
Mrs Trudie Frith, Chair of Governors
Mr Robin Tullo - SEND governor
Complaints regarding SEND provision at the school should be addressed to Mr Robin Tullo (contact details above) as the governor with responsibility for SEND.