Special Educational Needs

SEN POLICY

                             

TRINITY CE PRIMARY SCHOOL OFFER FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS AND/OR DISABILITIES. (SEND)      

All Oxfordshire maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.

Trinity CE Primary School offers a range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems or sensory or physical needs. The range of support deployed will be tailored to individual need following thorough assessment by internal or external agencies. It is designed to promote children working towards becoming independent and resilient learners and should not be seen in isolation. This Local Offer is Reviewed Annually.

Information and Guidance:

Who should I contact to discuss the concerns or the needs of my child?

Your child’s class teacher(s)  / Special Educational Needs and Disabilities Coordinator (SENDCO) : Mrs E. Bourdeaux.  (office.3254@trinity.oxon.sch.uk)   (Whilst Mrs Bourdeaux is on maternity leave Ms Holly Chaplin will be the Acting   SENDCO)

The Classteacher is responsible for

  • Adapting and refining the curriculum to respond to strengths and needs of all children.

  • Checking on the progress of your child and identifying, planning and delivering any additional support through quality first teaching.

  • Contributing to Pupil Profiles to prioritise and focus on the next steps required for your child to improve learning.

  • Applying the school’s SEND policy.

If you have concerns about your child you should speak to your child’s teacher first. They will then consult with the SENDCO.  (Special Educational Needs Coordinator)

The SENDCO is responsible for:

  • Coordinating provision for children with SEND and developing the school’s SEND policy

  • Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs.

  • Liaising with a range of agencies outside of school who can offer advice and support to help students overcome any difficulties

  • Involving parents in supporting their child’s learning.

  • Kept informed about the range and level of support offered to their child; meetings with the classteacher and reviewing how their child is doing

  • Consulted about planning successful movement (transition) to a new group or school (see transition policy)

The Headteacher has overall responsibility for the day to day management of all aspects of the school. In co-operation with the Headteacher, the Governors have a legal responsibility for

  • Supporting school to evaluate and develop the quality and impact of provision for children with SEND across the school.

  • Determining, developing & monitoring school SEND policy as part of the school development plan.

The school uses Oxfordshire County Council’s guidance ‘Identifying and supporting Special Educational Needs in Oxfordshire schools and settings’. The guidance sets out:

  • How we identify if a child or young person has a special educational need.

  • How we assess children and plan for their special educational needs, and how we adapt our teaching.

  • Ways in which we can adapt our school environment to meet each child’s needs

  • How we review progress and agree outcomes and involve you and your child in this.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How can I find out about how well my child is doing?

On-going monitoring takes place by children’s teachers to identify children who are not making progress or who have behaviour or other needs which are affecting their ability to engage in learning activities. After discussions with key staff and parents, additional support will be put into place to provide enhanced resources and/or targeted small group and/or individual support to help overcome any difficulties. The views of the child about their support will be given consideration at this stage. This additional support is documented in a Pupil Profile. In consultation with the SENDCO and parents, outcomes are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support programmes. Actions agreed take into account each student’s strengths as well as their difficulties. All actions are evaluated for effectiveness and value for money by the SENDCO .  In some cases teaching assistant support may be allocated. This support is deployed to ensure your child can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood.

Formal review meetings are held three times a year. Parents, relevant external agencies and students are invited to review the provision made and their contribution is valued. The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded. If your child is continuing to have significant difficulties, further external expertise may be requested.

Additional funding is available for children who meet the criteria. This can be accessed using the Local Authority process and the guidance in the Banded Funding Criteria. Where this is agreed, the school’s Educational Psychologist and other professionals may be consulted where appropriate.

Further details about this process will be explained in the Local Authority’s Local Offer.

https://www.oxfordshire.gov.uk/cms/public-site/special-educational-needs-and-disability-send

Specified Individual support for your child of more than 20 hours in school:

This is provided via  an Education, Health and Care Plan (EHCP) which has been approved by the Oxfordshire SEND Inclusion Officer. This means your child will have been identified as needing a particularly high level of individual and small group teaching (more than 20 hours a week), which cannot be provided from the resources already delegated to the school. Usually, if your child requires this high level of support they may also need specialist support in school from a professional outside the school. Evidence will need to be collected to support an Educational Health and Care Plan.

Tests and Examinations: Access Arrangements- For some children additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, modifications to test papers, rest breaks or the use of a scribe. The SENDCO will inform you about eligibility and applications for these arrangements.

What should I do if I need more information or need to make a complaint?

Please speak to the class teacher in the first instance. If any issues have not been resolved, please make an appointment to see the SENDCO. If you need to speak with someone further, please make an appointment to speak with the Head Teacher.  For further information, please see our complaints policy on our website.

How will teaching be adapted to meet the needs of my child?

Teachers are skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual children’s needs, learning styles and requirements. Differentiation is approached in a range of ways to support access and ensure that all students can experience success and challenge in their learning, whether they have additional needs or not. Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all. Additional adults are used flexibly to help groups and individual students with a long term goal of developing independent learning skills. Monitoring takes place to avoid children becoming over reliant and dependent on this adult support.

Intervention and access to learning and the curriculum

Children may receive additional support

  • In core subjects

  • In practical subjects

  • For group work

  • Literacy/maths interventions

  • For behaviour / nurture programmes

  • To support access to the curriculum

Strategies to support/develop literacy including reading

  • Focused reading lessons, with group or paired reading

  • Additional phonics support where required

  • Small group intervention programmes

  • 1:1 intervention programmes where required

Strategies to support/develop numeracy

  • 1:1 intervention programmes where required Strategies to support/develop numeracy

  • Small group intervention programmes

  • 1:1 intervention programmes where required

Strategies to support/develop independent learning.

  • Visual timetables for class /and or individual students

  • Making adjustments to curriculum materials to enable access for all

  • Strategies to support/develop independent learning.

Strategies/programmes to support speech and language.

  • Speech and Language Therapist advice disseminated to and followed by teaching staff

  • Speech Therapy group work delivered by support staff following speech therapy advice

  • Use of a Speech Therapist when statement specifically stipulates number of hours

Pastoral Support Strategies to support the development of students’ social skills and enhance self-esteem

  • Behaviour and nurture interventions/support groups

  • Clear rewards and sanctions

  • Celebration Assemblies

Small group sessions Strategies to reduce anxiety/promote emotional wellbeing, including communication with parents.

  • Regular contact and liaison with parents as necessary

  • Transition support, visits and events

  • Reduced modified timetable when necessary

  • Open door policy

Strategies to support/modify behaviour

  • School sanctions and reward system as set out in School Behaviour Policy

  • Behaviour and nurture interventions/support groups Strategies to support/modify behaviour

Planning, assessment, evaluation and next steps

  • Pupil Profiles (updated and reviewed x3 per year)

  • Teacher/SENDCO observations

  • CAF (Common Assessment Framework) process, TAF reviews (Team Around the Family) TAC (Team around the chil

 

Personal and Medical care

  • Care plans for children with medical needs

  • Referrals and support from Occupational Therapists where necessary

  • Referrals and support from Physiotherapists where necessary

  • School nurse support

  • Referral to paediatrician

  • Referral to PCAMHs/CAMHS Partnerships with External Agencies

What support from outside does the school use to support my child? 

The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. Some are directly funded by the school, others are paid for centrally by the Local Authority but delivered in school.

We liaise and communicate with Professionals and Parents, attend meetings and prepare reports as required. External agencies:

Educational Psychologist

Inclusion Officer

Occupational Health Professionals.

 

PCAMHs/CAMHs AssessmentsAssessment , advice and support following referral

Speech & Language Service (NHS)Assessments, advice, staff Support, termly sessions with specific children when appropriate

School Nurse AdviceAdvice, support and training

 

How will the school help my child move to a new group/year group or to a different school?

When moving to another School:We will contact the School SENDCO and share information about special arrangements and support that has been made to help your child achieve their learning goals We will ensure that all relevant documents are passed on as soon as possible.When moving groups/classes in school: Information is shared with the new teacher.In year 6 – 7 transition: The SENDCO will attend the Primary/Secondary Transition day meetings to discuss the specific need of your child and the nature and level of support which has had the most impact. If needed, vulnerable children are invited to an extra transition day at the secondary school . In some cases additional multi-agency meetings may be arranged to create a more detailed “transition” plan which may include more visits to the new school and/or additional visits from the new school.

 

Staff Expertise.An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support of children with SEN. Our SENDCO actively engages with local opportunities to share best practice and keep abreast of current local and national initiatives and policy to support students with SEN.

FURTHER INFORMATION about support and services for children and their families can be found in:

The Local Authority Local Offer :

https://www.oxfordshire.gov.uk/cms/public-site/special-educational-needs-and-disability-send

Oxfordshire Parent Partnership:

https://www.oxfordshire.gov.uk/cms/public-site/support-parents-children-special-educationalneeds

The DfE Code of Practice:

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25