Special Educational Needs (SEN) Information Report
All Ealing Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in the best environment for their needs.
The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs.
We follow the SEND Code of Practice (2014) See link.https://www.gov.uk/government/uploads/system/uploads/attachment_data/fil...
The LA Local Offer
From 01/09/14, Local Authorities are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs (SEN) aged 0-25. This is the ‘Local Offer’. The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area. Ealing’s Local Offer is available at the following website www.ealing.gov.uk/send
1. What kind of needs can be supported at our school?
In our school we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children and this is reinforced by the fact that we have received The Inclusion Mark for a fifth time. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our school community. Our school’s SEN policy document is available on our website.
Additional and/or different provision is currently being made in school for children with a range of needs, including:
- Cognition and Learning – Moderate learning difficulties; Specific learning difficulties - dyslexia, dyspraxia;.
- Sensory, Medical and Physical – hearing impairment, sensory processing difficulties, epilepsy;
- Communication and Interaction – autistic spectrum condition,
- Asperger’s Syndrome, selective mutism, speech and language difficulties;• Social, Emotional and Mental Health – attention deficit hyperactivity disorder.
Sometimes we will commission other professionals to help us meet an individual child’s needs in school or we may need to recruit staff or buy specialist equipment in order to support a child with SEN.
2. Who can I talk to about my child’s Special Education Needs?
- Providing support for children who need help with communication, language and literacy;
- Planning to develop children’s understanding through the use of all available senses and experiences;
- Planning for children’s full participation in learning, and in physical and practical activities;
- Helping children to manage their behaviour and to take part in learning effectively and safely;
- Helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.
- Manages the day-to-day operation of the SEN policy and the SEN Information Report;
- Co-ordinates the provision for and manages the responses to children’s special needs;
- Supports and advises colleagues;
- Oversees the records of all children with special educational needs;
- Acts as the link with parents;
- Acts as link with external agencies and other support agencies;
- Monitors and evaluates the special educational needs provision and reports to the senior management team and the governing body;
- Manages a range of resources, human and material, to enable appropriate provision for children with special educational needs;
- Contributes to the professional development of staff in relation to the area of SEN.
Deputy Head Teacher
- Monitoring and evaluating the progress of all children, including those with SEN through the whole school pupil progress tracking system and through analysis and assessment of progress tracked through the school’s provision mapping document.
- Making strategic decisions in order to maximise all children’s opportunity to learn.
- Delegating day-to-day implementation of this policy to the SEN team and designated class teacher.
The SEN Governor
- Evaluates the success of the provision for pupils with special needs with due regard to the Code of Practice (2014);
- Conducts occasional classroom visits;
- Receives regular reports by the Headteacher to the Governing Body;
- Ensures that all governors are aware of the school’s SEN provision, including the deployment of funding, equipment and personnel.
3. How are children’s needs identified?
Children with special educational needs have learning difficulties that call for special provision to be made. All children may have special needs at some time in their lives. Children have a learning difficulty if:
- They have significantly greater difficulty in learning than the majority of children of the same age;
- They have a disability which prevents or hinders them from making use of the educational facilities that are provided for children of the same age;
- They are under school age and fall within the definitions above.
If the school feels that a child might have a special educational need then a meeting with parents (and the child if appropriate) will always be arranged to investigate the needs further before the child is classed as having an SEN.
How are needs identified before they start our school?
Many of the children who join our school have already attended an early education setting. In many cases children join us with their needs already assessed. All our children are assessed when they join our school, so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children.
How are children’s needs assessed whilst at our school?
If a Parent has concerns, our school has an open door policy;
- Talking to the teacher;
- Using Parent Consultation time;
- Speaking to the SENCo
If a pupil has concerns;
- Circle time
- Informal chats with their teacher
- Feedback in books
All pupils’ progress and achievement is assessed by teachers in every lesson. Academic achievement and progress data is collected for each pupil, usually termly, in order to ensure that all pupils are making good progress and will achieve their targets. If a child is not making progress then further investigations will be made to ensure that the school is meeting their needs. If after further investigation, the school believes your child may have SEN then we will arrange a meeting with you and if appropriate your child too, to identify these needs further and plan support.
3. How do we work in partnership with parents of children with SEN?
We work closely with all our parents to ensure that all pupils are happy and make progress. Working in partnership with parents of children with SEN is even more important so we do the following things:
- Communicate regularly and informally through home schoolbooks, phone calls and letters, and quick informal chats at the beginning and end of the school day as and when needed.
- Have an open door policy so that parents can make appointments to see the class teachers and SENCo when they are concerned and would like a longer discussion.
- Provide parents with a copy of the desired outcomes agreed for their child and the strategies and interventions set up in school to help them achieve these.
- Hold an Annual Review for any child with an EHC plan or statement.
Parents are offered courses on Behaviour management, Behaviour for learning, Behaviour change and SEN from our in house team. Parents are offered training to support homework by the Acton Action Group.
4. How do we enable children with SEN to make decisions about their education?
We encourage all children, including those with SEN, to make decisions about their education. All children are expected to evaluate their own learning success and discuss their needs with their teacher. We do this in school through:
- Asking questions in lessons
- Asking questions in books
- Conducting Pupil Voice interviews
- Self - assessment
- Conducting Pupil Voice interviews
Children with SEN support
Children with SEN support have an Individual Pupil Passport that represents their voice. Furthermore the outcomes and the additional support needed to help the children achieve are recorded periodically on our school provision map.
Children with an Education Health Care Plan (EHC) plan or statement
In addition to termly review meetings, we also hold an Annual Review meeting. We work with the parents and pupil to invite all the people needed in order to review the progress made against the outcomes in the EHC plan or statement. We aim to include the children’s views in this meeting.
5. How are adaptations made to the school to help children with SEN?
Once a child’s needs have been identified, their class teacher together with the child, child’s parents and SENCo will discuss what specific targets the child will work towards and the best ways forward to support them. Furthermore:
- Class teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure your child’s needs are met.
- Specific resources and strategies will be used to support your child individually and in groups.
- Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
Our extra provisions include:
Maths; First class maths, multi-sensory maths [including abacus, role play shops and measuring, problem solving scenarios] numicon, number box, 5 minute maths, catch-up maths, power of 2, Singapore Maths intervention strategies.
Literacy; Rapid phonics, Dancing Bears, colourful semantics, word shapes, narrative, immersive language , role-play, textual analysis, reading schemes for reluctant readers, reading schemes for boys and for girls, Latin lessons and Arabic lessons.
Social Emotional Provision; Check-ins, circle time, Rights respecting curriculum, Restorative Practices, Self-esteem lessons, Girl’s Group, Boy’s Group, Solution focused Anger management, Art Therapy, counselling, mentoring, coaching, key workers, gardening club, Playground friends. We also have a developing woodland and edible sensory garden throughout the school for children’s emotional and sensory needs.
Extra Physical Development Provision; Fine motor skill support, gross motor skill support, climbing, cricket, football, badminton, basketball, table tennis, swimming, gymnastics, dance club, Tai Chi.
Specialist Classroom Provision; Poetry [LAMDA Examination Center]; Drama [with the Young Vic]; Music, orchestra and singing [specialist professional musicians]; French [Lycee graduate teacher]; Latin.
6. What additional activities are available for children, including those with SEN?
All extra-curricular activities (listed on this website) are available to all our children. Before and after school care is available to all our children. All trips (including Residential) are available to all our children, including those with SEN.
7. What skills and training do our staff have?
All general school policies on teaching and learning and behaviour management include information on how to include children with SEN. All staff are trained in the requirements of:
- The SEN Code of Practice (2014)
- The Equality Act
SEN teaching assistants have a variety of skills. Different teaching assistants have been trained in the following:
- Reading support
- Writing Support
- Nurture groups
- Family links
- Occupational Therapy
- Self-esteem Groups
- Behaviour Management
- Mentoring students with Emotional and Behavioural problems
- Transition to High School
- Teaching phonics
- Booster groups for SATs
- Friends for Life
- Eye tests and cognitive tests to identify children who may need glasses
- Speech and Language
- Colourful Semantics
- Lego Therapy
SEN leadership have / are completing the National SENCo Accreditation
8. Can the school work with other agencies/ services?
The school works with many different agencies and professionals to support children’s needs;
- An Educational Psychologist, as needed
- A Clinical Psychologist, as needed
- Two counsellors, in school weekly
- A Speech and Language Therapist in school weekly
- School nursing service
- Social services
- SAFE team
- Behaviour support teams
- Family Group
9. How do we help children when they move to our school or between phases in our school?
Before any child moves to our school we try and find out as much about them as possible to help them settle in quickly. All our new children have the opportunity to come and visit the school and spend a short time in their new class so they know what to expect.
When moving classes in school:
- Information will be passed on to the new class teacher in advance and a planning meeting will take place with the new teacher. All plans will be shared with the new teacher.
- Visit your new class session
- Transition between teaching assistants from current to new year group happens two weeks prior to the end of summer term and at the beginning of the new academic term. Your child will work closely within this transition, in order for consistency, boundaries and routines to follow, ensuring a settled start to their new class environment.
Before entry to High School at 11 years old (also known as Secondary school, Year 7 - Year 11 or Key stage 3)
As soon as we know which High School your child will be moving on to we start to arrange transition meetings. These help to ensure the Secondary Schools are able to plan for their needs and ensure that they settle into our school happily and make good progress in lessons.
How do we help children when they move to another school?
Whenever any child moves to another school we always pass on school records to the new school.
If a child has SEN we also:
- Pass on SEN records to the new school
- Liaise with the SENCo/ year group leader of the new school to clarify any information necessary
- If needed we can include ways to support a child to have a settled move to a new school through their SEN statement or EHC plan.
- If possible we invite the new school to the last annual review of a child with an EHC plan or statement and a transition plan can be set up as part of this meeting.
10. What do I do if I am concerned about the quality or effectiveness of the support my child is getting?
Our School checks the quality of the support for each child and report the effectiveness of provision to the governors termly through the Headteachers’s Report.
If you are concerned at any time, please contact the school in this order:
- Class teacher
- Assistant Head Teacher
- Head Teacher
- Chair of Governors
The school’s Complaints Policy can be found on the school website.