Special Educational Needs

We recognise that a child has Special Educational needs if s/he has a learning difficulty or ability, which is significantly greater than the majority of children of the same age.

We believe that all children are vulnerable to stress caused by personal circumstance and most experience behavioural or emotional disturbance at some time during their school career. Some children will show persistent patterns of disturbance over long periods, and this will be regarded as a special need.

Children may be said to have Special Educational Needs if they are not reaching their full potential due to behavioural, intellectual, physical, emotional or social reasons, or a lack of resources or provision to meet identified needs.

 

The objectives of our Special Educational Needs and Inclusion Policy ensure that:

  • All children are given equal access to a broad and balanced curriculum and that each child’s achievements are valued.
  • We identify and assess children with SEN as early as possible.
  • All teaching staff are aware of the procedures for identifying children with SEN
  • There is involvement of parents and pupils at every stage.
  • In order to support children with SEN, we provide differentiation, intervention groups and individual targets and strategies that are additional to and different from the work undertaken within a normal classroom setting.
  • Clear, factual and up-to-date records follow the child through their primary school career and are passed on to their secondary school when necessary. This information can be found in individual files in the SEN room and in the ‘SEN Classroom File’ in each classroom.
  • We raise staff awareness and expertise through 3 SEN staff meetings per year and additional SEN INSET with outside agencies. Each member of staff and their support colleagues have at least one 1:1 meeting with the SENCO once a year.
  • There is, at least, good  resourcing for SEN.
  • We maintain close links with support services, other schools and agencies.
  • Further details can be found in our SEN information report here.

Accessibility and Inclusion

What the school provides:

·         School has had an extension and is now one and a half form entry.

·         The main entrance is accessed from Moor Lane.

·         There is a drive that leads to a car park with 2 disabled bays and 8 car parking bays. There is a footpath running alongside the drive that leads to the main reception area. This is all on one level.

·         The extension to the Reception class has a ramp into the a small playground where there is a gate onto Meadow Street.

·         School has a ramp at the lower entrance on Moor Lane.

·         The existing school has been connected to the new build via a link corridor. These two buildings are at different levels and there is a small lift for disabled and/or wheelchair access.

·         School have a medical room which is situated in the KS2 annex, a disabled toilet near the school offices and a disabled toilet in the Early Years Area.

·         The school has a Twitter account which provides recent and relevant information for students and parents to access.

·         School have 5 ASD Visual Communication packs for children with Autism or similar communication problems.

·         School have height adjustable Promethean White Boards in Key Stage One classrooms and SMART interactive TVs in all the classrooms in the Early Years and Key Stage Two.

·         School use 'i joy boards' to build core strength in children with poor gross motor skills.

·         School also provide coloured overlays for children with Dyslexia or type problems.

 

Teaching and Learning

What the school provides:

·         Lessons are differentiated and appropriate resources are used so that the children with additional needs can access the curriculum.

·         Individual teachers are responsible for making lessons accessible to all.

·         Children's needs are assessed in accordance with the SEN policy. Children with SEN are identified, placed on the register and appropriate plans are drawn up and acted upon.

·         Updates are made to parents on progress and outcomes through the whole school and where needed face to face meetings. Parents are invited to contribute to all reviews of progress.

·         The school refer to external agencies for assessment or diagnosis as appropriate following consultation with parents/ carers. For some children additional testing is used such as the BVPS (British Picture Vocabulary Scale). Tracking Data is used on a daily basis.

·         A detailed provision map illustrates the support for students; this is recorded on individual support plans.

·         Each teaching and non-teaching member of staff is given the updated information on the SEN Support Plan.

·         There is at least one Teacher Assistant in every class and two Level 3 Teacher Assistants who run an intervention programme in conjunction with the SENCo.

·         There are two HLTAs that cover the school’s PE timetable and gross motor interventions.

·         The interventions used for children with Dyslexia and similar difficulties are Wordshark, Toe by Toe, Words First and Miracle Spelling.

·         Other interventions are used such as  the 'Speed Up' writing programme, Speech and Language - Black Sheep programme and reports from St Peter's Speech and Language therapists alongside reports from the school’s bought in Speech and Language Therapist from Bright Sparks Speech Therapy.

·         Continuing proffesional development is on-going for teaching staff and teacher assistants on relevant SEN issues and additional needs.

·         Updates are made available to staff by the Senco, via staff briefings or face to face meetings.

·         Teaching and non-teaching staff engage in either appraisal or Annual Professional Review.

·         External training is available to support the staff.

·         The SENCO is available daily during PPA time, breaks and before and after the school day.

·         We regularly work with the ACORN psychology service on case work and SEND strategy.

·         School also buy in traded services from the Local Authority.

·         Specialist nurses and agencies are able to provide advice and strategies for teaching students with SEND and medical conditions.


Reviewing and Evaluating Outcomes

What the school provides:

·         Progress of all children with SEN support needs is monitored weekly with internal tracking systems in line with school assessment procedures and interventions taking place. Internal tracking systems are used to highlight progress of individuals as well as identified groups.

·         Progress data is shared with parents three times each year, in written format as well as face to face at parent’s evenings.

·         The SENCo is available to discuss individual children at any point, usually by appointment, to ensure privacy and confidentiality.

·         Evaluation of provision is done through Review meetings, teacher assistant tracking, whole school tracking and progress on standardised testing.

·         The school SENCo carries out regular reviews in accordance with County guidelines. The relevant paperwork is completed and sent to the East Lancashire SEN Team.

·         Advice is provided by the school, external agencies, the child (if appropriate) and the parent/carer. Documentation is shared in advance, and meetings held at mutually agreed times. Summary advice is sent to the LEA, the parent/carer and school. Where appropriate, children are encouraged to participate in their meeting.

·         Children are formatively assessed on a daily basis and their targets are changed accordingly.

·         All EHCP’s are reviewed in the EYFS every six months and on an annual basis in KS1 and KS2. Reviews are carried out in line with statutory guidance for reviews.

·         The effectiveness of our provision is measured in the progress of individuals and groups of children based upon curriculum targets and personalised targets that are set throughout the year.

·         The school is required to measure progress using nationally agreed standards and criteria, as well as progress in individual social, emotional or behavioural targets.

·         The SENCo meets and reports to the SEN Governor regularly and sends a report to the full Governing body termly.

 

Keeping Children Safe

What the school provides:

·         There is early morning access to the building from 8.00am for students, where a breakfast club and fit club service are available.

·         Students are dropped off at the lower entrance on Moor Lane. Children are registered on entry.

·         School provides a safe-haven and supervised support for children at break and lunchtimes.

·         Afterschool activities are available to ALL children.

·         All school trips are risk assessed and checked by the EVC and delivered by group leaders/responsible staff.

·         The school policy on safeguarding is clear. It is inclusive and comprehensive and specifies additional requirements for SEN students.

·         There are clear procedures for visitors and to prevent intruders in school.

·         The only way that visitors gain entry (other than during breakfast club) is via the main entrance, where they sign in using the Inventry System which produces an identity badge including a photograph of the visitor for them to display at all times.

·         When a child is a safeguarding risk, a full risk assessment will be undertaken. This is done with the SENCo and Headteacher or DSL to review the nature of the risk. Transition Arrangements also identify any particular requirement for risk assessment. The SENCo is involved in induction of new staff.

·         Where appropriate for pupils with SEND, e.g. Autism, Downs Syndrome, a full risk assessment is made when a place at school is confirmed. This is subject to regular review and/or when need changes with the staff and SENCo.

·         The school’s anti-bullying policy is available by a direct link on the school website and hard copies are available on request. Staff and children are regularly updated through assemblies, including cyber-bullying.

·         All children have regular digital safety lessons.

·         All parents and carers have to complete an ‘Acceptable Use Agreement’ at the start of every academic year.



Health (including Emotional Health and Wellbeing)

What the school provides:

·         Medication is routinely administered by trained First Aiders but in emergencies may be authorised by designated members of staff.

·         All medication is kept under lock and key in a central place in the school office.  For the safety of all the community, students are not allowed to carry medicines in school.  The locked drawer is clearly labelled and designated staff has access to the key.

·         Medications in the drawer are all clearly labelled to identify the student it belongs to.  Names are checked carefully and instructions read before a record of any administration is noted.

·         Some rescue medications are required to be kept refrigerated. These are kept in a clearly marked area of the refrigerator.

·         All medication is checked regularly for expiry dates, and parents contacted to replace if necessary.

·         Inhalers are kept in a designated area in each class where children can have access under supervision.

·         Instructions for administration of medicines are kept with the medication/ Care Plan.

·         The Staff are briefed by the school nurse regularly about students with medical needs. Additional training for staff or first aiders is arranged via the school nurse or specialist nurse practitioners.

·         A Care Plan is drawn up in conjunction between the parents, child and medical professional. The school nurse does a home visit and a meeting is called in school when the plan is agreed and signed by responsible staff. 

·         All Class Teachers have a copy of every Care Plan for their year group and this information is shared with relevant staff. This information is kept in a locked safe place.

·         Care Plans are held centrally in the SEN office. They are reviewed by the School Nurse at least annually or if circumstances change.

·         Advice and guidance to staff regarding a medical emergency is in the staff handbook.

·         There are regular visits from the school nurse, Speech and Language services, ELCAS workers, ACORN Educational Psychology Service, counsellor support.

·         In school, there is targeted nurture provision for children in all years to deal with short term requirements.

Communication with Parents

What the school provides:

·         We have an open door policy.  Every day is an Open Day and parents and children will be invited on a tour around the school within strict safeguarding limitations. 

·         Parents can come without appointment to school at any time (within safeguarding constraints).  We encourage parents and carers to contact the relevant member of staff in the first instance with any concerns.

·         The school website provides contact emails and a number for all general enquiries. Full details on how to contact staff, and which member of staff is the most appropriate contact is given on the website.

·         At transition meetings key staff members are introduced to parents and pupils.

·         Staff visit nursery schools for children new to reception and conduct a home visit prior to children starting at St Leonard's Nursery. 

·         Year 6 children receive Prospectuses from relevant High Schools .

·         Transition day(s) are provided and arranged for all Year 6 children.

·         Interim assessment is formally reported to parents at regular intervals throughout the school year. Parents Evenings or a written report is provided at the end of the summer term. Additional contact is expected and routinely made if there is an area for concern or celebration.

·         Feedback is actively pursued. The school has an active Twitter account together with regular newsletters, which update parents and carers with school information. School practice is adjusted and reformed in the light of this feedback.

·         There is a strong parent representation within the School Governing Body.  This representation covers the entire, broad demographic of our school community.


Working Together

What the school provides:

·         The school has an active school council and is also part of the Padiham Pupil Parliament.

·         The school council meet regularly and information is fed to each class by the members involved. Each class has their own representative.

·         Children are invited to attend some meetings of the Governing Body at and are involved in the interview process when employing new staff.

·         Many students volunteer to act as “buddies” to support new children and work closely with Reception children.

·         The school have playground 'Young Leaders' who organise games at playtimes.

·         Parents are encouraged to complete feedback information sheets and questionnaires after visits to school, parent’s evenings as well as web site feedback.

·         There is an active PTA who organise a variety of events both social opportunities for  pupils, e.g. discos, film nights, or fund raising opportunities such as adult Quiz nights or fairs.

·         Children with additional needs are able to make their views known via the Pupil Advice form feedback in Annual Reviews, as do parents and carers.

·         There is open door access to the Headteacher.

·         The constitution of the Governing Body requires parents to be represented on the body. When a vacancy arises or a term of office expires, vacancies are advertised via the website and by letters home. Parents then apply for the vacant positions as set out under the constitution.

·         There is a governor linked with SEN who reports back to full Governing Body. Reports emphasise the involvement, and the impact this has produced, by key agencies. This ensures there is a regular, comprehensive review of provision.


What help and support is available for the family?

What the school provides: 

·         Administrative support is supplied via the main school office on request.  The key staff worker is identified and assigned according to need.

·         The school website clearly signposts where support can be found.

·         The school works with a wide variety of agencies such as Whitegates family Centre, The Blossom Tree Project, Pendleside Hospice, Barnardos, School Nurse and Health visitors, INSPIRE, Safenet and the Rainbow Centre to signpost support for families. Individual support is arranged by case by case basis or as required.


Transition to Secondary School

What the school provides: 

·         The school works with partner high schools throughout Year 5 and 6 and sometimes earlier for children who may find transition difficult.

·         When Year 6 pupils are allocated a place in their chosen high school, individuals and small groups of students are given increasing access to the school, via pre-arranged visits. A number of transition days are provided for all Year 6 students entering the school to make them familiar with key staff. Additional contact days are made available for year 6 pupils to go and experience working in their chosen school.

·         Year 6 are encouraged to visit schools on their Open Evenings in September each year and parents are encouraged to attend. Follow up meetings are offered on a one to one basis with the SENCo, following Open Evening.

·         The SENCo works closely with the SENCo and Pastoral Teams for the High School/Colleges chosen for Pupils in Year 6.

·         The SENCo also arranges transition visits and also part time attendance with local Special Schools for children with profound special needs.


Extra Curricular Activities

What the school provides: 

·         School is accessible to students from early in the morning. The breakfast club and fit club are for all children and start at 8:00am.

·         Breakfast is available each day in the dining room. This is subsidised for children in receipt of Pupil Premium where necessary.

·         There is a range of extra-curricular activities are available to all children. Some charges are applicable for longer visits outside the school day but subsidies are available for those who receive support through Pupil Premium funding. The extra-curricular activities include, sport, music and drama and many other subjects.

·         All clubs, activities and trips are available to all children. Adjustments are made for vulnerable students following risk assessments.

·         Some trips and visits are subject to a voluntary contribution from parents/carers. A small fund is available to cover essential curriculum visits, in cases of hardship. Charges do apply for trips for Pupil Premium children at a subsidised rate.

·         The school provides nurture provision for all year groups available to socially or emotionally vulnerable students, and actively promotes social integration and friendship support under the supervision of nurture trained adults.

·         Teachers will signpost vulnerable young people to nurture provision for support.

·         Lunch time 'Young Leaders' provide activities for the children and this also applies to morning and afternoon playtimes.