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Educational Support & SEND

Special Educational Needs and Disabilities

 

What does it mean by Special Educational Needs (SEN)?

In 2017, within primary schools across England, more than 1.2 million children were identified as having special educational needs; this is 14.4% of pupils. The term 'special educational needs' is a legal definition, referring to children who have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. Many children will need additional support at some stage during their education and this shouldn’t be something to worry about. This additional help will usually be provided through the support of the class teacher who may liaise with the special educational needs co-ordinator (SENDCo) on occasions more specialist support may then be required from outside agencies. If your child is identified as needing additional support then they may be placed on the school’s register of pupils with special educational needs and with parents an individualised provision plan will be created, giving the child a few targets to focus on and support them in the classroom. These targets are then reviewed at certain points during the year, each time assessing the progress that has been made and deciding on next steps for the child. This may only be needed for a short amount of time for the targets to make a positive impact on the child’s learning, however in other cases a child may go through the school receiving this additional support.

 

Our SENCo (Special Educational Needs Co-ordinator) works closely with both staff and parents to offer guidance and support so that individual plans are in place to meet the needs of children that require additional help. We pride ourselves on our good relationship with parents and consult with them when there is a necessity to involve other agencies such as the Educational Psychologist, Paediatricians or other local agencies. In addition to the meetings that parents have with class teachers about their child’s progress, the SENCo will be available for parents to come into school to discuss informally their child’s needs. For more information and guidance please do not hesitate to contact the SENCo: Miss Rebecca Coley through the school office. 

 

What is a 'SEND Information Report'?

Within a Local Education Authority each school is required to publish their 'Information Report' for Special Educational Needs and Disabilities. It provides information on what services children and their families can expect from a school in order to ensure that they receive the support they may need. Cliffedale Primary School's Report can be viewed below. If you have any questions regarding the Report please do not hesitate in contacting the school.

 

SEND Information Report

1. What is the role of the SENDCo (Special Educational Needs and Disabilities Co-ordinator?

At Cliffedale we ensure that children with additional educational needs and disabilities receive the support they need. The role of SENDCo is to assist teachers in identifying children that require this additional help and then co-ordinate provisions to accommodate this. A vital part of the SENDCo role is to liaise with parents whether this be supporting the family when working with external agencies, informing them of any additional support they could access or just being a point of contact.

 

2. What should I do if I think my child has additional educational needs and requires support?

If either you have a concern about your child, then the first person you need to talk to is the class teacher. The class teacher will discuss your concerns with you and will talk to you about how your child presents in school and the progress they are making. Together, you will plan what the next steps will be. The next steps may be one or more of the following:

· Close monitoring of progress for a specified period of time (this will be in addition to the routine tracking of progress of all pupils) followed by another meeting to discuss the outcome.

· A further meeting with the SENDCo.

· Additional assessments or observations, undertaken by members of the teaching team, the SENCO or, if appropriate, relevant outside agencies (e.g. the Speech and Language Therapist, Specialist Teacher, Educational Psychologist etc.) to help to determine the precise nature of any difficulties.

· Inclusion in a specific targeted intervention group for a specified period of time.

 

3. How will the school decide if my child needs extra support?

Decisions will be made on individual needs through observations, assessment results and discussions between school staff. These include:

  • School staff observing over a period of time and keeping the SENCo fully informed through meetings or informal discussions.
  • Pupil Progress meetings which take place every other term (Term 2, Term 4 and Term 6).
  • Regular reviews of the impact of any interventions to assess needs and to change support given if required.
  • Regular discussions with pupils about how they feel they are getting on.  Is an area particularly tricky? This could be an educational difficulty, communication problems, personal and social issues or behavioural challenges.
  • Discussing any pre-existing issues or new challenges with parents.

 

4. What will school do to support my child?

Ultimately, your child’s class teacher will set individual targets which will be monitored by them, teaching assistants, the SENCo and outside agencies, if they are involved.  We work on the following ongoing procedure:

  • ASSESS needs through ongoing assessment for learning; observations, unaided writing, explanations showing the understanding of Maths concepts and discussions with outside agencies (if applicable).
  • PLAN individual smart targets to overcome barriers in learning.
  • DO by using a range of strategies.  In-class support, small working groups, 1:1 support by a teaching assistant and by using outside agency support where required.
  • REVIEW of your child’s progress will be made by examining target success.  We will look at which strategies have been successful or unsuccessful, and why. Are any next steps required?  If so is further intervention required?  Do we need to involve outside agencies? What would your child’s new targets be? Targets will usually be reviewed a minimum 3 times per year with parents at an IEP review. The process is managed and monitored by the Head Teacher, the SENDCo and the SEND Governor.

The school follows a complaint procedure and this will be followed for any SEND complaints. If you have a query or complaint regarding your child and their special educational need please initially talk to the class teacher/phase leader. This query will then be discussed and resolved or passed on to the SENCO. If you feel this issue has not been dealt with sufficiently or you still need further advice please inform the Head teacher or governing body.

 

5. Who will support my child in school?

Your child’s class teacher will be the main person who will support your child in school and will closely monitor their progress. However, teaching assistants in the year group teaching team will also be closely involved in supporting your child’s learning. The SENDCo is responsible for coordinating the provision for children with additional needs and may work with your child to undertake assessments.

 

Sometimes your child may also be supported by: 

  • Midday Supervisors, who work in collaboration with class teachers, SENDCos and Learning Mentor and are aware of specific needs of individual children when out on the playground or during lunch time.
  • Volunteers who listen to children read.
  • Our pastoral teaching assistants; Mrs Crossland, Mrs Bannister, Miss Lamyman, Mr Pirie and Mrs Durham. 
  • School CASY Counsellor, Justin Iles, (consent from parents/carers required) as appropriate
  • Outside agencies (see further information below)

 

6. What training and experience do members of staff have for the additional support of my child needs?

SENDCo: (Special Educational Needs and Disability Co-ordinator)-

  • Qualified Teacher Status – modules in SEN standards and equality
  • Working towards Postgraduate SENCo Certificate qualification
  • Level 2 Autism training – social stories, transition and behaviour
  • Team Teach Trained
  • Epi-pen
  • Paediatric First Aid

Miss Coley is The Designated Teacher for Safeguarding at Cliffedale Primary School and trained in Leading Safeguarding/Child Protection, carrying out Early Help Assessments and leading and contributing to Team around the Child (TAC).

 

Individual and groups of staff have had training and experience in the following areas –

- Elklan (Speech and Language)

- Hearing impairment

- Tier 1 Autism training – social stories, transition and behaviour

- Elsa – Emotional Literacy Support Assistant

- Precision teaching and Paired reading

- Attachment and relational trauma

- Team Teach Training 

- Epi-pen

- Makaton 

- Paediatric First Aid

 

All staff will have been trained in - Safeguarding -Prevent -Fire safety awareness.

 

7. Who else might be involved in supporting my child?

If it is agreed to be appropriate (i.e. if the child meets the criteria specified for referral) we may involve a range of external agencies and we currently work closely with:

· The Educational Psychology Service.

· The Specialist Teaching Service.

· The Speech and Language Therapy Service.

· The Sensory Education Support Team.

· The Working Together Team (Specialist Social, Communication Outreach Team).

· The Community Paediatrician.

· The Education and Welfare Service.

If necessary, we can also make referrals to:

· Child and Adolescent Mental Health Service (CAMHS)

· The Early Help Team

 

8.How will the school prepare and support my child to join the school?

If your child has been identified with special educational needs before they start school, the SENCO or the Foundation Stage Coordinator will attend the review and transition meetings held at their pre-school setting. This helps to build up a clear picture of your child’s needs and is an opportunity to agree and plan the support and strategies which may need to be in place to meet their needs when they begin at our school. In addition to this the Foundation Stage teachers will also visit the pre-school settings to meet the children and to carry out any necessary observations. Your child will also have the opportunity to visit our school in the Summer Term where they will initially get to meet their teacher. If any additional visits are required to ensure a smooth transition, these can easily be arranged by contacting the school.

 

If your child is to join our school from another school, and has already been identified as having special educational needs, the SENCO will contact the SENCO from their current school to discuss your child’s needs and any provision currently in place.

 

9. What support will there be for my child’s emotional and social well-being?

Pastoral and social support:

  • Teachers, Teaching Assistants, Learning Mentor and Midday Supervisors build up strong relationships with children to support their emotional needs.
  • In recognising this, we have a dedicated Pastoral Team, under the supervision of the SENDCo. The Pastoral Team have a separate base in the Rainbow Room, set up in the style of a ‘nurture group’ with a homely work space with comfortable sofas and beanbags.
  • All safeguarding issues will be reported to the Designated Safeguarding Lead.
  • We have a clear behaviour policy (please visit the school website for a copy).
  • All incidents are communicated to the relevant members of staff and recorded in the behaviour log if necessary.
  • Interventions for personal, social and emotional development are planned for in Key Stage 1 and 2. The content of this will vary dependent on the needs of the children. Stories, circle time and sharing experiences form a staple part of the sessions.
  • Individual classes carry out PHSE activities and discussions to cover any issues raised and teach the children to consider the needs and feelings of others
  • A Pastoral Support Plan (PSP) may be completed to target individual needs. These will be shared with the child, parents/carer, class teacher, teaching assistants and midday supervisors.

Medical needs

  • If your child has specific medical needs then please contact your child’s Class Teacher who will inform the School Office and ensure appropriate plans can be put into action.
  • If needed, a ‘health care plan’ can be organised to inform all staff of the specifics of the condition and what should be done to support the needs of your child.
  • If your child requires ongoing medication, please contact the School Office and complete a medicine administration form. All medicines will be stored in a locked storage box within the medical cupboard.

 

10. How will my child be able to contribute his/her views? How will my child be involved in the process?

We recognise that often your child will have the best insight and awareness of their achievements, and support needed to move forward. Your child will be asked to contribute to the cycle of ‘assess, plan, do, review’ at all stages. His/her views will be taken into account at all review meetings, recorded and acted upon. This will be through a variety of ways, depending on the age, abilities and needs of your child.

These could include;

• attendance at review meetings,

• discussion with the class teacher or another adult working in his/her class, feelings books and social stories.

 

11. How will the curriculum be matched to my child's needs?

Our staff use a variety of methods to support your child in class. These include:

 

  • Quality First Teaching
  • Differentiation in teaching to target the needs of your child
  • Using talking partners to share ideas and peer support for learning
  • Using concrete apparatus to support practical Maths skills
  • Using visual aids such as pictures, working walls, word mats, visual timetables
  • Using technology such as iPads to support learning through specially selected apps and to record views as a different method to writing
  • Using differing groupings in order to support the best learning possible
  • Using carefully selected seating arrangements to ensure that your child can access learning to their full potential.

 

12. What opportunities will there be for me to discuss my child's achievements? How will I know that my child is progressing?

We pride ourselves on our positive relationships with parents and carers.  Opportunities for feedback include:

  • Parents Evenings – an opportunity to discuss your child’s achievements and targets
  • General teacher feedback as required
  • Contact in the yellow Home School Contact books.
  • IEP (Individual Education Plan) review meetings
  • EHCP (Education, Health, Care plan) Annual Reviews
  • Website updates
  • Open door policy – please ask to arrange an appointment to discuss your child’s progress with the class teacher or SENCo.

 

13. How does the school know how well my child is doing?

We carefully track all pupils’ progress across each term by using observations and assessment. This data is uploaded onto the schools tracking system.  This will highlight if your child is reaching age related expectations and help us to identify support where needed. We use the following methods to achieve this:

 

  • Early Learning Goals for children working in the Foundation Stage
  • Reading, writing, maths and spelling assessments.
  • Standardised assessments carried out by our Specialist Teacher or Educational Psychologist
  • Assessment for learning within the classroom
  • Individual targets
  • PSP plans

 

These all help to build a clear picture of how your child is achieving.  It may be deemed appropriate, following a graduated approach to apply for an ‘Education Health Care Plan’ (Statement of Additional Needs).

 

14. How will my child be included in activities outside the classroom including school trips?

All school trips require a risk assessment before they are carried out.  Staff will ensure that all children are catered for and additional needs highlighted and met. If your child requires 1:1 support, this will be provided.

 

We aim for all pupils to have access to clubs as they are open to them, as they move up the school, and we endeavour to put in place any necessary support. In cases of a pupil having a disability or mental impairment, in line with The Equality Act (2010), we will make reasonable adjustments and put in place all the necessary support, to enable the pupil to access these activities.

 

Similarly, we have a regular programme of school trips, including trips related to current topics and other curriculum areas and for Year 6, residential trips. In some cases, to enable all children to participate, as in the above regarding extra-curricular clubs, we may

need to put in place individual risk assessments and additional support, which will be discussed with parents and carers at every stage.

 

15. How accessible is the school environment?

Please refer to separate Accessibility Plan on School website under Policies and Key Documentation: Accessibility Plan 2017-2020.

 

16. How will the school prepare and support my child to join the school?

If your child has been identified with special educational needs before they start school, the SENCO or the Foundation Stage Coordinator will attend the review and transition meetings held at their pre-school setting. This helps to build up a clear picture of your child’s needs and is an opportunity to agree and plan the support and strategies which may need to be in place to meet their needs when they begin at our school. In addition to this the Foundation Stage teachers will also visit the pre-school settings to meet the children and to carry out any necessary observations. Your child will also have the opportunity to visit our school in the Summer Term where they will initially get to meet their teacher. If any additional visits are required to ensure a smooth transition, these can easily be arranged by contacting the school.

If your child is to join our school from another school, and has already been identified as having special educational needs, the SENCO will contact the SENCO from their current school to discuss your child’s needs and any provision currently in place.

 

17. How will the school prepare and support my child to transfer to a new setting/school?

We will talk directly to the SENDCo of the new school to ensure that all necessary information about your child’s special educational needs and the provision which has been in place at Cliffedale is passed on to them. In order to prepare the pupils for transition to secondary education, visits to their new setting will be arranged, staff from their new school will visit them at Cliffedae and transition activities will be planned so that the children have the opportunity to find out everything that they want and need to know about the next stage of their education. The SENDCo and school’s Learning Mentors will be involved in supporting children who may find the transition particularly challenging.

 

18. How will I be involved in supporting my child?

Parents will be given advice on practical ways to support their child’s development in school and at home.  We have produced information booklets for all year groups which can be found on the class pages. These offer ways of supporting your child through:

  • Games for developing memory, spellings, maths
  • Useful websites and apps
  • Strategies for reading, writing and maths support.

Parents are also encouraged to support within school by:

  • Sharing your knowledge of your child with us.
  • Joining us to celebrate your children through performances and certain celebration assemblies.
  • Attending special workshops held by the teachers at certain points in the year.
  • Attending information evenings at the beginning of the year to find out information about how the cohort team works and what your child will be taught.
  • Attending the ‘Come See Where We Learn’ events to familiarise with methods of teaching and share in your child’s successes.

 

19. How can I access support for myself and my family?

Some other useful contacts and organisations are –

Additional Needs at Lincolnshire County Council 01522 553332

Contact a Family (Charity providing support to families with disabled children) 0808 808 3555

Lincolnshire ADHD support Group 01522 539939

Liaise (Previously known as Parent Partnership) 01522 55335

Parentlineplus 0808 800 2222

PAACT (Autism Support) Paaactsupport@hotmail.com

 

More information and contact numbers can be found on:

The Local Authority’s website which lists all of the services available to support families and children with special educational needs: www.lincolnshire.gov.uk/SENDlocaloffer

 

Lincolnshire Parent Carer Forum is the official independent parent carer forum in Lincolnshire, seeking to represent parents and carers of children with disabilities and Special educational Needs. Their network is open to all parents, irrespective of the age of the child: www.lincspcf.org.uk

 

Thinking your child may need some extra support can often be an initial worry for parents and seeking help may seem daunting. At Cliffedale the priority is not on labelling children with different educational needs but finding a diagnosis that will ensure we are accessing the right resources to best support your child. If you have a query about your child’s learning, however big or small, it’s always best to discuss it with us sooner rather than later so that we can put in early intervention to support your child through their education.

 

For any more information or support relating to special educational needs, please contact Miss Coley (SENDCo) via the school office, leave a message for her and she will contact you at the earliest opportunity.

Tel: 01476 568740

Email: enquiries@cliffedale.lincs.sch.uk for the attention of Miss R Coley (SENDCo)

 

Helpful websites:

 

Go to the Family Services Directory Homepage

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