Wenhaston Primary School

SEN Information Report and School Offer

S E N.D (Special Educational Needs and Disabilities )

Support for your child at Wenhaston Primary School

 

S.E.N.D Policy 2019

S.E.N.D Local Offer 

Wenhaston Primary School Local Offer for children with Special Educational Needs and Disability:

Wenhaston Primary School upholds children’s right to education and recognise the diverse educational needs within its communities. We acknowledge those needs may change and require a range of provision. We believe we have a duty to offer that provision where we can, to foster inclusion and provide full educational access. We believe that inclusion is essential in ensuring the equality of opportunity for all learners whatever their age, gender, sexual orientation, ethnicity, disability, attainment and background. This demonstrates our commitment to valuing the diversity of the school community.

Some children need increased support to access learning because:

  1. they have a significantly greater difficulty in learning than the majority of children of the same age;
  2. they have a disability as defined under the Equality Act, which affects their ability to access and benefit from the educational opportunities generally enjoyed by children of the same age.

We will try to ensure that all barriers to equal access in our schools are removed or overcome. We monitor and track progress of all children so that the support provided is as effective as possible. We welcome the full engagement of parents and carers and where necessary seek support and advice from specialists outside school to ensure we develop and maintain a range of flexible resources to meet the needs of all children.

Our job is to help your child achieve the very best they can at school. You know your child best and together we may decide that they need some additional help or support for some or all of their time at school.

At Wenhaston Primary School we embrace the fact that every child is different and, therefore, the educational needs of every child are different – this is certainly the case for children with Special Educational Needs.


The SENCO, Anna Stephenson and Headteacher Julia Bowles co-ordinates the provision of SEN in school. Our governor with responsibility for SEN is Mrs Jenny Allen.

At Wenhaston Primary School:

Intervention

How we support children to access the curriculum
Class teachers know the profile of their class and individual needs and learning activities are planned to match children’s learning needs.

All pupils in school receive quality first teaching. This means that a range of teaching and learning styles are used, lessons are differentiated and that appropriate learning objectives are set for all children with a curriculum matched to their needs.

The environment is stimulating, supportive and well resourced. Wall and interactive displays provide prompts and reminders to encourage children to learn and achieve independently.

Each class has a teacher and a teaching assistant. If children have a Statement of Special Educational Need or an Education, Health and Care Plan, there may be additional teaching assistance so that specialised support is available.

Classes are well resourced and for children with additional needs, laptops and specialised equipment such as writing slopes are available.

We will ensure that all staff know and understand the needs of all pupils.

All staff will have access to training, advice and resources to enable them to contribute to developing fully inclusive practice.

We support literacy and numeracy
Strategies and interventions are in place to support literacy and numeracy. Teachers and teaching assistants make sure the classroom environment is full of language and have well- organised wall displays to support learning in all areas of the curriculum.

For children with specific learning needs activities include: extra reinforcement, specific programmes for literacy (Catch Up Literacy, Toe by Toe, Dancing Bears) and for maths (Catch Up Maths, in class support, small group or 1-1 intervention).

We support speech and language development
Teachers make sure their classes have lots of language support and activities We work in partnership with speech and language therapists to plan and deliver support for children with specific difficulties.

We promote positive behaviour
Our positive behaviour strategy describes the high standards of behaviour and conduct expected in school. In each class there are shared and displayed expectations about the rights and responsibilities of everyone in the class. We make sure all staff know and understand the reasons behind any difficult behaviour and how to respond. In class, the teaching assistant may support targeted children to stay on task and focused on learning. In the playground, staff will be aware of targeted children and these will be supported if necessary.

Where difficult situations have occurred, staff talk calmly through the event with the child helping to identify what went wrong and what actions could be taken if a similar situation happens again.

We support children’s emotional well being
Emotional well-being is supported by making sure that children who find “change” difficult are well prepared for any changes or transitions. To promote positive friendships, we may use a ‘circle time’ involving the whole class and our class councils. Some children may need specialist support from CAMHS.

We support children’s physical needs
Occupational Therapists provide specific advice and guidance for target children. They also provide training for staff. Teaching assistants follow up any recommendations by providing specific interventions to children for handwriting or fine motor skills either individually or in small groups.
All of the learning spaces are on one level so are accessible to all. It has a toilet with disabled access. The teaching spaces are suitable for wheelchair access.

We support children’s medical needs
The school nurse visits school to carry out basic checks with children. Medicines are stored safely in the school office or staff room fridge and parental consent forms are required for the administration of medicines. Inhalers are kept in the office or classroom and always accessible for the child. All teaching and non teaching staff are first aid trained. Training is accessed for any specific medical need.

We support children during unstructured parts of the day
Playtimes and lunchtimes are supervised and any child with additional need at this time has dedicated adult support.

We work in partnership with parents and carers
Our open door policy encourages partnership working with parents/ carers. We ensure that review meetings and family support team meetings are arranged at times which allow parents and carers to attend. We listen to what parents/ carers tell us about their children and use that information to make sure everyone who works with a child understands their needs. The class teacher, parent and child will be able to contribute to the pupil's One Page Profile which is reviewed termly. 

The Headteacher, Mrs Bowles works closely with families, offering Early Help where needed. This is in the form of CAF Referral where the local early Help Team are contacted. If you feel that you are in need of support, please don't hesitate to contact Mrs Bowles or your child's class teacher.

We work in partnership with other agencies
Wenhaston Primary School will consult with support services and health agencies through a multi-agency approach.
For the benefit of your child we might contact other educational and health professionals for advice such as educational and behavioural support services, educational psychologists, the school nurse or doctor, speech & language therapists, physiotherapists and occupational therapists.

We may also contact specialist medical services, social services or voluntary organisations and may carry out specialist programmes recommended by them.

We will provide them with any relevant information requested, with the parents’ permission.

We will discuss the needs of the individual/family in school and plan together the best use of advice and support from other agencies.

We monitor children’s progress
We have a system to track and monitor all children’s progress termly. Through day to day teaching and learning, children are continually assessed and teachers’ planning responds to this. For particular children more in depth assessments may be required. There are some times when we ask external agencies to carry these out. (This is particularly in the case for applying for a Statement of Special Educational Need or an Education, Health and Care Plan).

 

 

The County Inclusion Support Service

Information for parents 2019-20

 

Behaviour Support Service and County Inclusive Resource merger

The County Inclusion Support Service (CISS) a new mainstream school support service for pupils. 

Children and young people currently on CIR caseload

All pupils will remain on CISS caseload until the end of year 11, without the need to re refer.

The level of support offered by CISS will vary according to the need of the pupil and their level of vulnerability.

Criteria for new referrals

From the summer term onwards mainstream Suffolk schools will be able to refer new pupils to CISS, if there is evidence that the pupil is ‘highly vulnerable’. For example, there may be evidence that the pupil is at risk of permanent exclusion or school refusal.

Referrals will be considered for pupils with a diagnosis of Autism, traits of Autism but no diagnosis, social, emotional and mental health difficulties, social communication difficulties and all associated behaviours.

Level of support

If a referral to CISS is successful then the level of support received from CISS may vary over time.

Initially, support will include advice, guidance and direct work with the pupil.

If a pupil makes progress, then they will stay on caseload and access an advice, guidance and monitoring level of support.

If at any time the pupil’s needs change and they are once again considered to be ‘highly vulnerable’, then they would revert to accessing the same level of support as they did when they were first referred to CISS.

It is possible that a pupil may receive varying levels of support throughout their time in school.

Parent/carer involvement

If schools wish to refer a pupil to CISS then they must first discuss the referral with parents/carers and seek their permission to refer. The decision of the referral meeting will be relayed in a letter sent to school with a copy of the letter for schools to share with parent/carers.

If the referral is successful parents/carers will be invited to a meeting with school staff and CISS staff to discuss the pupil, gather parent/carer views and outline initial plans for support.

If parents/carers wish to meet with CISS staff again, at any point whilst their child is on CISS caseload, they can contact the school to arrange a meeting.

There will be regular parent/carer questionnaires asking for feedback re the new service which will inform the way in which the service grows and develops.

The CISS team will be happy to talk to local parent groups about the service, if asked to do so.

Traded offer

Schools will be able to access additional support to that outlined above through a CISS traded offer to schools, accessible via Suffolk County Council’s Schools’ Choice.

More information

If you have any queries about CISS, please contact your child’s school in the first instance.

In addition, the CISS team are happy to talk to local parent groups about the service, if asked to do so. If you are part of a parent support group and would like someone to come and talk to you about CISS please contact Nickie Roberts, CIR Lead Technician, who will pass your query on to the relevant member of the CISS team: nickie.roberts@suffolk.gov.uk, tel: 01787 468925/6

 

An overview of SEN support 2019-20

Find out what special educational needs (SEN) are, what support is available and who provides it.

A child or young person may have special educational needs when a learning difficulty or disability means that they require support that is different or additional to that which is normally available to pupils of the same age.

SEN can be characterised by a range of needs and difficulties. There are four broad areas:

  • Communication and interaction - speech, language, and communication needs and difficulties with interaction with others.
  • Cognition and learning - learning difficulties vary in severity and may make it difficult to learn everything or just certain things.
  • Social, emotional and mental health difficulties - this covers a wide range of needs and these may be seen in a child or young person as withdrawn and isolated behaviours or as challenging and unsafe behaviours.
  • Sensory and/physical needs - these include visual and hearing impairment and physical and mobility needs.

Education settings and SEN Support

Education settings are the main source of support for children and young people with SEN.

Teachers are trained to identify children and young people with SEN and will notice if your child is not making progress. They will discuss this with you and your child so that additional support and strategies can be put in place to help them. 

Education settings can also seek specialist advice, guidance and input from education outreach services.

If you believe your child has SEN you should speak to their teacher. You can also speak to the school's Special Needs Co-ordinator (SENCo). This is a specially trained teacher responsible for making sure children and young people with SEN are correctly supported. Children and young people with SEN should receive SEN support from their education setting to help them progress.

Education settings provide information on the support they give as part of their record on the Local Offer website.

Local Offer website

The Suffolk Local Offer website pulls together information about how children, young people and their families can access services and support from agencies in their local area including:

  • nurseries, schools and other education settings
  • charities and voluntary organisations
  • local clubs and leisure activities
  • health and social care agencies
  • support groups

If you need help finding information on the Local Offer website, call the Local Offer navigator on 0345 606 1490.

Additional and specialist support and advice

Suffolk County Council Education Outreach Services offer specialist advice and guidance to schools and education settings and where appropriate, will have direct involvement with a child. These services include the County Inclusion Support Services (CISS), the Dyslexia Outreach Team, SENDAT Outreach, Alternative Tuition Service, Sensory and Communication Service and Psychology and Therapeutic services. 

The majority of children and young people with special educational needs will have their needs met through SEN Support. Where a child does not make expected progress despite additional support and interventions, an education, health and care (EHC) needs assessment may be appropriate. The Local Offer website has more information about how to a request EHC assessment, and frequently asked questions about the referral and assessment process.

SEND Family Services support children, young people and their families through a key working approach for all. There are seven locality-based teams that:

  • guide children, young people and their families through their education pathway and/or SEND journey
  • support children and young people who are at risk of exclusion or who have been permanently excluded
  • ensure that assessments, including education, health and care needs assessments, provide accurate information and clear advice and are delivered within timescales
  • monitor the progress of children and young people with SEND in achieving outcomes to prepare them for adulthood and offer support and guidance at transition points

Find out which locality team you need to contact on the SEND Family Services page on the Suffolk Local Offer website.

For further information about Inclusion Services and their teams, you can read the Inclusion Services brochure (PDF, 441KB).

Independent advice and support

The SENDIASS service provides impartial advice and information for parents, carers and children and young people (aged up to 25 years) in relation to special educational needs and disabilities. 

You can contact them by emailing sendiass@suffolk.gov.uk, calling 01473 265210 or visiting their Suffolk SENDIASS website.

 

Wenhaston Accessibility Plan 2018-2020