SEND and Equality
Swanwick Primary School
Special Educational Needs
Swanwick Primary School is a mainstream, fully inclusive school where all classes are of mixed ability and teachers provide work that is suitably differentiated to match the ability of each group. This is achieved though the effective deployment of a wide range of staff, resources and materials.
If your child has Special Educational Needs (SEN) or additional needs, the school follows the Code of Practice to ensure that inclusion is achieved and progress is made. Parents will become informed that their child is being registered on the special needs register and will have the opportunity for an informal meeting with the class teacher and/or the Special Educational Needs Co-ordinator (SENCo) to discuss the type of provision that can be put in place to aid progress in their area of difficulty.
Depending on the level of support your child receives, they may have an Individual Education Plan (IEP) which sets achievable SMART targets in smaller steps to achieve progress and development. Children play a central role in evaluating their progress and helping to determine future targets. The IEPs are reviewed three times a year and parents are invited and encouraged to attend these meetings. Not all children with identified SEN will need an IEP.
Some children require the support of specialist agencies such as Speech and Language Therapists, Counsellors, Physiotherapists, Occupational Therapists etc. If this is the case for your child, parents will be kept fully informed of the process. At Swanwick Primary School, we pride ourselves on establishing and maintaining close communication and links between families, school and outside agencies making sure that your child remains the central focus of all our efforts.
The member of staff responsible for special educational needs provision in school and support for staff and parents is: Mrs Melynda Walton.
Contact: 01773 602268 or firstname.lastname@example.org FAO Mrs M Walton – SENCo
The member of staff with overall responsibility for Safeguarding is: Miss M Fogg
Contact: 01773 602268 or email@example.com FAO Miss M Fogg- Headteacher
Swanwick Primary School Special Educational Needs Information Report
Swanwick Primary School has an inclusive approach to mainstream education where children, regardless of ability or social background, are afforded all of the same opportunities as their peers. We are supported in this by the Derbyshire Local Education Authority to ensure that all pupils, regardless of need, achieve the progress that they are expected to and are capable of.
Within Special Educational Needs, the Code of Practice (2014) outlines four broad areas of need:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health Difficulties
- Sensory and Physical Needs
More details of the areas of need can be found in our Special Educational Needs Policy as well as information on how the school decides on and evaluates the type of provision that is put in place. (link to policy)
The Local Authority Local Offer – What is it?
In light of Government changes to the Code of Practice and the Children and Families Bill 2014, Local Authorities and schools are required to publish and keep under review information about services they expect to be available for 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. Click on the link to access the Local Offer: https://localoffer.derbyshire.gov.uk/#!/directory
My child has Special Educational Needs. What can Swanwick Primary School offer my child?
Below are a series of questions that you may have regarding the provision that could be put in place for your child, depending on need. We understand that each child with special educational needs is different and will require personalised provision: this is our aim at Swanwick Primary School. We currently have children with a wide variety of needs, all of whom are able to progress and thrive in a mainstream setting.
Please look through the questions below for more information about the Local Offer from Swanwick Primary School:
|Who can I talk to if I have a concern about my child’s progress or if my child has a special educational need?|
The class teacher
Writing Pupil Progress targets/Individual Education Plans (IEPs) and sharing and reviewing these with parents at least once each term and planning for the next term, in conjunction with the SENCo.·
Personalised teaching and learning for your child as identified on the school’s provision map.·
Ensuring that the school’s SEN Policy is followed in their classroom and for all the pupils they teach with any SEN.
The SENCo: Mrs M Walton
Co-ordinating all the support for children with special educational needs or disabilities (SEND)·
Ensuring that you are
Liaising with all the other people who may be coming in to school to help support your child’s learning, e.g. Speech and Language Therapy, Educational Psychology.·
Updating the school’s SEN register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.·
Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.
The Headteacher: Miss M Fogg
The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEND.
The SEN Governor: Mrs S Matan
|What support is available at Swanwick Primary School for children with SEND?|
a) Class teacher input, via excellent targeted classroom teaching (Quality First Teaching).
b)Specialist groups run by outside agencies, e.g. Speech and Language therapy SEN Codeof Practice 2014: School Support (SS)
This means a pupil has been identified by the SENCo/Inclusion Manager/class teacher as needing some extra specialist support in school from a professional outside the school.
You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist o rEducational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively inschool.·
The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.
c) Specified Individual support
This type of support is available for children whose learning needs are severe, complex and lifelong.This is usually provided via an Education, Health and Care Plan (EHCP) or GRIP(Graduated Response for Individual Pupils). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups alone. Your child will also need specialist support in school from a professional outsidethe school.
This may be from·
The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.·
If they do not think your child needs this, they will ask the school to continue with the current support.·
After the reports have all been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will issue an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.·
The EHC Plan will outline the type of support your child will need, suggest some strategies and will allocate an amount of money for the school to spend on resourcing the EHC Plan. This will be reviewed annually
|How and when will school let me know if they have concerns about my child’s learning in school?|
|If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to·
Listen to any concerns you may have.·
Plan any additional support your child may need.·
Discuss with you any referrals to outside professionals to support your child.
|How is extra support allocated to children and how do they progress in their learning?|
|The school budget, received from Derbyshire LA, includes money for supporting children with SEN.
The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school.
The Head Teacher and the SENCo discuss all the information they have about SEND in the school, including:·
the children getting extra support already,·
the children needing extra support,·
the children who have been identified as not making as much progress as would be expected.
From this information, they decide what resources/training and support is needed.
The school identifies the needs of SEN pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.
|What other services provide support for children with SEND in school?|
Teachers responsible for teaching SEN groups/individuals on a part-time basis.·
Teaching Assistants and HLTAs working in class or the Group Areas with either individual children or small groups.·
Teaching Assistants or HLTAs offering support for children with emotional and social development through our Positive Play Scheme
Local Authority Provision delivered in school·
Autism Outreach Service·
Educational Psychology Service (EPS)·
Support service for visually impaired (SSVI)·
Support service for physically impaired (SSPI)·
Support service for hearing impaired (SSHI)·
Specialist Support Service
for Special Educational Needs (SSSEN)
Health Provision delivered in school·
SALT (Speech and Language Therapy)
|How will teaching be adapted for my child’s needs?|
| Class teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that your child’s needs are met through effective differentiation and quality first teaching.·
Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary.·
Specific resources and strategies will be used to support your child individually and in groups.·
Planning (including that for specific IEP or EHC targets) and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs 1.
|How do the teachers work with children with SEND and what training have they had?|
The SENCo’s job is to support the class teacher in planning for children with SEN.·
The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEN. This includes whole school training on SEN issues which have recently included:-
Autism Spectrum Disorder-
|How will we measure the progress of your child in school?|
Your child’s progress will be continually monitored by their class teacher.·
His/her progress will be reviewed formally with the Headteacher and SENCo every term in reading, writing and numeracy.·
At the end of each key stage (i.e. at the end of year 2 and year 6), all children are required to be formally assessed using Standard Assessment Tests(SATS).
Where necessary, children will have an IEP based on targets set by school staff and/or outside agencies specific to their needs. These targets are designed to accelerate learning and close the gap. Progress against these targets will be reviewed regularly, evidence for judgements assessed and a future plan made.·
The progress of children with an EHC Plan or GRIP will be formally reviewed at an Annual Review with all adults involved with the child’s education.·
The SENCo will also check that your child is making good progress withinany individual work and in any group that they take part in.·
Regular book scrutinies and lesson observations will be carried out by the SENCo and other members of the Senior Management Team to ensure that the needs of all children are met and that the quality of teaching and learning remains high.
|What support can I access as a parent?|
The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.·
The SENCo is available to meet with you to discuss your child’s progressor any concerns/worries you may have. ·
All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.·
Personal progress targets such as IEPs will be reviewed with your involvement every term.·
Homework will be adjusted as needed to your child’s individual requirements.·
A home-school contact book or messaging app may be used to support communication with you when this has been agreed to be useful for you and your child.
Parents can also access support and guidance from Derbyshire Information Advice and Support Service for SEND::
|How is Swanwick Primary School accessible to children with SEND?|
The school is fully compliant with DDA requirements. ·
There are three disabled toilets, and changing facilities with appropriate hoisting equipment.·
We ensure where ever possible that equipment used is accessible to all children regardless of their needs.·
After-school provision is accessible to all children, including those with SEND.·
Extra-curricular activities, including Residential trips, are accessible for children with SEND.
|How will we support your child during a transition?|
We recognise that transitions can be difficult for a child with SEND, and we take steps to ensure that any transition is a smooth as possible.
If your child is joining us from another school:·
If your child is moving to another school: ·
When moving classes in school: ·
In Year6: ·
If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them.·
How will we support your child’s emotional and social development? We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiety, and being uncommunicative. All classes follow a structured PSHE (Personal, Social, Health end Economic education) curriculum to support this development. However, for those children who find aspects of this difficult we offer The P Pod as a provision. More information on this can be found on the School Website under PPod.·
Lunchtime and playtime support through our Anti Stigma Ambassador Scheme which is overseen by members of staff trained in such interventions.·
A whole staff with training and experience in listening and guiding children to develop their social and emotional skills.If your child still needs extra support, with your permission the SENCo will access further support through the Team Around the Family (TAF) process or involvement of counselling agencies such as CAMHs.