SEND

How we Support Children/Young People with Special Educational Needs or Disabilities

 

Our vision:

Eastfield Primary School values the individuality of all children. We are committed to giving all of our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. The achievement, attitudes and well-being of all our children matter. Our SEND policy helps to ensure that our school promotes the individuality of all our children irrespective of ethnicity, attainment, age, disability, gender or background.

How we hope to achieve our vision:

Our school aims to be an inclusive school where children with SEND are well supported. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. This means quality of opportunity must be a reality for our children. We make this a reality through the attention we pay to the individual and to groups of children within our school in the following ways:

  • To support children with SEND through Quality 1st Teaching
  • To provide equality of opportunity by making reasonable adjustments
  • To provide personalised provision
  • To raise the aspirations for all pupils with SEND
  • To provide a focus on outcomes for children and young people and not just the amount of hours of provision or support
  • To value all students and staff equally
  • To enable access to all areas of learning
  • To overcome barriers to learning
  • To develop and share positive values
  • To lay foundations for the children’s future
  • To provide an effective learning environment
  • To work in partnership with parents and work hard to secure effective communication

To liaise and work effectively with external agencies

The type of school we are:

Eastfield is a maintained primary school for children aged 5-11.  Children start school in the year they are 5 in our Reception.

We have a morning and afternoon nursery for children aged 3-4 Years of age

There are two classes in each year group from Reception to Year Six.

We have an Additionally Resourced Provision (ARP) for Complex needs children. Admission to the Additionally Resourced Provision is through the Local Authorities Special Educational Needs Panel.

Our current OFSTED Rating

In our last Ofsted inspection in May 2015, Eastfield was found to be a ‘Good School’ with ‘Outstanding Elements’.

How are pupils identified who need extra help?

During the summer term, before children start at the school, we invite all the parents/carers into the school to meet their child’s class teacher. We ask parents to let us know if their child has a disability or they feel their child has any special educational needs so we can discuss this and make sure the right support is in place for their child.

If a child has special educational needs it is very important that they get the help that they need as soon as possible. In order to make sure that any special needs not known about before starting the school are picked up early, all pupils are assessed during the first few weeks at the school.

We encourage the children themselves to contribute by talking to their teachers in the first term.

Our regular assessment and monitoring procedures continues throughout the children’s time at our school to enable us to look out for any special needs or disabilities that may develop later.

We work hard to maintain good home school links and parents are always welcome to speak to us if they have any concerns at all about their children.

Our identification of SEN flowchart can be found here: Flow chart

Common barriers to learning in our school are:

The school has experience with and effectively includes children with a variety of needs and disabilities.

There are 28% of children in this school on the Special Educational Needs Register.

The school has an Additionally Resourced Provision (ARP) which is a specialist class for children with Complex Needs and Autistic Spectrum Disorder. There are 8 children in the class and two learning assistants and one teacher. The Assistant Head Teacher for Inclusion has a Master of Arts Degree in Autism.

There are many children who have Communication and Interaction Needs. They are supported by a Speech and Language Lead Learning Assistant.

There are children in our school who have Cognition and Learning Needs such as Dyslexia and Poor Memory and Retention Skills. These children are supported in class and by interventions, booster groups and other professionals in order to have their needs met.

There are children who have Social, Emotional and Mental Health Needs such as Attention Deficit Hyperactive Disorder, Attention Deficit Disorder, Mental Health Needs and Bereavement Needs. The school has access to support from Child and Adolescent Mental Health Service (CAMHS), Cedar House, Behaviour Support Service (BSS) and we have purchased the services of Place2Be which is a counselling service.

We have children with a variety of medical needs such as epilepsy, type one diabetes, allergies, sickle cell, hypermobility and heart conditions. The school has a Full Time Welfare Assistant who liaises with the children and their families and where necessary puts in place Medical Care Plans to support these children’s needs.

What we do to help children/young people with special educational needs:

Eastfield has developed a wide range of ways in which we support children with different special educational needs or disabilities. This is how we plan support:

  • First we try to identify what the particular needs are, then we encourage parents to meet with us to discuss ways in which we can cater for these needs.
  • We agree a programme of support that is carefully targeted at the particular area or difficulty.

This describes what we will do to support a child and what we hope the support will achieve:

To see whether the support is helping, we set a time frame and we review how things are going.

We may write case studies to show the type and level of support that a child has received and the progress that they have made as a result of this support.

For children with a high level of need, everything is recorded in a Learning Support Plan (LSP). This is reviewed termly with parents and the child themselves.

How we adapt our teaching for children/young people with special educational needs:

Children with special educational needs are taught alongside their peers but lessons are designed so that all the children in the class learn and make progress. We do this by planning lessons that are differentiated.

For example:

  • Differentiation by task, which involves setting different tasks for          pupils of different abilities
  • Differentiation by support, which means giving more help to certain pupils within the group
  • Differentiation by outcome, which involves setting open-ended tasks and allowing pupil response at different levels.

Every class teacher is involved in planning, monitoring and providing support for all pupils within their class including children with special educational needs. This is the basis of Quality First Teaching and this is the standard all teachers are required to meet as part of the Teacher’s Standards.

How we decide what resources we can give to a child/young person with special educational needs:

Part of the school’s budget is for supporting pupils with special educational needs and disabilities. This spending is used as cost-effectively as possible and make sure we can give help to all the children who need it. The Assistant Head Teacher for Inclusion makes decisions with the Head Teacher about which support programme is best for a child in consultation with a child’s class teacher and parents/carers. Parents are invited to contribute to planning through a meeting or if they are not able to come into the school, in whatever way is best for them e.g. by telephone or e-mail.

In exceptional circumstances where we feel that we are not able to meet a child’s needs from within our own funds we will apply to the local authority for additional support for a child. This will be through an application for a needs assessment that may lead to an Education Health and Care Plan. Parents can do this too. (See link to Local Offer.) We are happy to discuss all of this in more detail with parents.

How we check that a child/young person is making progress and how we keep parents informed.

We work very hard to maintain good home school links with parents and carers. We have a weekly newsletter with general news about the school. We have parents/carers evenings three times a year and we send all parents/carers a report about their child’s progress once a year.

We use a data tracking system, the information for which is provided by the class teacher. Teachers attend Pupil Progress Meetings termly and all children’s needs are monitored and discussed.

For children with special educational needs we have a progress review each term. We welcome parents at this review and try as far as possible to arrange it at a time that will allow them to attend.

Support we offer for children’s/young people’s health and general well-being:

Children need to be happy and be able to behave appropriately in order to learn well, so all of our class teachers work with children in their class on social skills, behaviour and well-being. If a child has a particular difficulty their class teacher will have help from colleagues e.g. Assistant Head Teacher for Inclusion, Learning Assistants and/or the School Nurse to help support the child.

Eastfield School has clear anti-bullying (hyperlink) and diversity (hyperlink) policies. If a pupil has particular behavioural difficulties we have a Behaviour Support Programme (hyperlink) designed to identify the cause of the problem and support the child to avoid the pupil disrupting his/her or others’ learning and to try to prevent exclusion.

Our school council has class representatives from each year group. School Council representatives meet with the lead teacher every week to discuss issues that pupils wish to raise about any aspect of school life. Children are involved in decision-making processes and this will include all children with special educational needs as it is vital that their opinions are included.

Where children have medical needs a Medical Care Plan will be written by the school Welfare Assistant with the parents/carers and other members of staff.

Developing independence and Preparation for Adulthood:

In the classroom children receive PSHE and SRE Lessons to prepare them for adulthood. As with any lessons these will be differentiated to meet the needs of the particular cohort or group.

We have invited outside professionals such as the police and the ambulance service in to talk about drugs and gangs. Childline are invited to come in to school for an assembly and a workshop on a regular basis.

We can allocate adult mentors for children who need some extra support and have been fortunate to be involved with the Spurs Foundation who have provided some mentoring through sport.

Children with SEND are often supported by an adult in school. We aim for children to become more independent as they move up through the school.

Looked after Children (LAC) and SEND:

All LAC children will have an allocated Social Worker who will liaise with the Designated Teacher with regards to the LAC child/children

LAC children will also be under the umbrella of the “Virtual School” who will be involved in their care and educational success.

The LAC children will have a Personal Education Plan (PEP), which will be drawn up with the adults involved and the LAC children. The PEP will be reviewed and updated termly.

LAC children will have access to the necessary agencies that they may need such as the school EP, CAMHS, BSS etc.,

The Designated Teacher for LAC is the AHT for Inclusion Mrs Anita Claydon

Specialist external services we use when we think extra help is needed:

Sometimes a child will have needs that will benefit from additional help from specialist outside agencies. Depending on a child’s needs and with parental consent we may draw on support from:

  • Educational Psychology
  • Child and Adolescent Mental Health Service (CAMHS)
  • Speech and Language Therapy
  • Physiotherapy
  • Occupational Therapy
  • Behaviour Support Service
  • Hearing Impaired Service
  • Visually Impaired Service
  • The Advisory Service for Autism
  • Educational Welfare Service
  • National Health Service
  • Social Services
  • Single Point of Entry (SPOE) Team through an Enfield Early Help Form
  • Voluntary Sector Services
  • Police Community Support
  • Specialist Education Provision
  • Special School Outreach Services

The training our staff have had or are getting:

Every year we have 5 Staff Training Days (Insets). On some of these days and/or in Staff Meetings there will be a focus on special educational needs.

We make sure that every teacher:

  • Understands the different special educational needs
  • Knows how to plan and teach their lessons in a way that is appropriate for children with special educational needs
  • Knows how to support the emotional needs of children with special educational needs
  • Understands how important it is to work closely with parents and carers
  • Understands the need for the pupil voice

All staff (not only teachers) are required to attend relevant training.

In the academic year 2016-2017 members of staff have attended the following training sessions:

  • Attendance at SEN Panel
  • SENCo Inclusion Network Meetings
  • ARP Network meetings
  • Play Leaders SEN Update
  • SEN update for Teachers and LA’s
  • LASS Group Training
  • Designated LAC Training
  • Termly SEN Conferences
  • Approach Training
  • Colourful Semantics Training
  • I CAN Communication Course

The AHT for Inclusion has a Master of Arts Degree in Autism.

The school buy back in to the Local Authority SEND Inclusion programme. This allows access for all staff to attend SEND/Inclusion Training.

How we include children/young people in activities and school trips:

Any trips or outings we plan always include children with special educational needs and/or disabilities. We use part of our school budget to make sure that any support needed can be provided in order for children to access trips. We always consult with parents/carers before arrangements are finalised.

There are extra-curricular activities for pupils including those with SEN and a list of these is available at the school office.

Our school environment:

Our accessibilty plan can be found here (hyperlink)

The classrooms at Eastfield are fully accessible for children with mobility issues. We can move our classes if we need to in order to accommodate a child who joins the school.

There is a disabled toilet available and a medical room with a changing area and wet room.

In school we have a range of equipment designed to support the development of children’s coordination and motor skills in class but if any child needs additional equipment we will get this through specialist services for example Occupational therapy.

How we prepare for children/young people joining our school and leaving our school:

Children joining our school from the nursery visit their new classroom in the main school several times before the start of the new school year. Reception class teachers introduce the children to the school once they start to make sure they are confident in their new surrounding and we have staggered intakes where SEN need is a priority.

We have close working relationships with other pre-school providers and services in the local area and we also encourage them to visit to help prepare children who will be joining Eastfield.

All parents/carers of children joining the school are invited to meet their child’s class teacher during the summer term before their children start at the school. We also ask parents to let us know if their child has a disability or if they feel their child has any special educational needs so that we can make sure the right support is in place for the child. We undertake home visits for all children who are new to Eastfield.

We help older children prepare for secondary school through a class project in Year 6 ‘Preparing for Secondary School’. This helps the children understand how a typical day works in secondary school, what their timetable might look like, how to find out who to go to for help if they need it. Children on the SEN Register have an additional transition programme to support them with preparation for Secondary School. Children with Complex Needs will undergo a transition programme with the SALT (Speech and Language Therapist).

How parents are involved in school life:

At Eastfield we believe in working in partnership with parents/carers and we hope that our parents will share and support us in that belief.

We are always ready to speak to parents about any concerns they have about their child. The Inclusion Manager has an ‘Open Door Policy’ and members of SLT (Senior Leadership Team) are also available by appointment. There are also parent representatives on the Governing Body of the school.

Parents are invited in for all multi-agency meetings about their child. Translators are provided as necessary and when available.

Who to contact for more information or to discuss a concern:

  • Your child’s class teacher
  • The Assistant Head for Inclusion- Mrs Anita Claydon
  • A senior member of staff – Mr Statham, Deputy Head or Mrs Jamil, Head teacher
  • The Governor for Special Needs- Mrs Diana Cole who can be contacted via the school office

Who to contact to complain:

If you feel that your concern has not been dealt with appropriately, you may request a copy of our complaints procedure from the office.

For further information please follow the link for Enfield’s Local Offer for SEND

Our offer to children with SEND was prepared on: May 2017

It will be reviewed on: May 2018

It was co-produced with parents and pupils in: May 2017