How we support children and young people with special educational needs or disabilities

Our vision and how we hope to achieve it

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 inclusion policy helps to ensure that our school promotes the individuality of all our children irrespective of ethnicity, attainment, age, disability, gender or background.

As teachers we work hard to support all the children in our school to be the best they can including all children with special educational needs or disabilities.

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 nursery for children aged 3-4 with 48 children on roll.  There are two classes in each year group and there are currently 485 children on roll.

Our Ofsted rating

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

How do we know if a child has special educational needs and disability (SEND)

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.

What we do to help & support children with special educational needs and disabilities

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.

For children with a high level of need, everything is written down in a school support plan (SSP). This is reviewed with parents and the child themselves.

How we adapt our teaching for children with special educational needs and disability

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 their contractual duties.

How do we decide what resources we can give to a child with special educational needs?

Part of the school’s budget is for support for pupils with special educational needs and disabilities. This is a fixed amount and so we have to use the money 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 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. Parents can do this too. We are happy to discuss all of this in more detail with parents.

How do we check that a child is making progress and how do 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 health and general well-being

Children need to be happy and be able to behave appropriately in order to learn well, so all 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.

Children on a School Support Plan will have a Personal Passport, which will be written in conjunction with all those involved with the child.

Eastfield School has clear anti-bullying and diversity policies. If a pupil has particular behavioural difficulties we have a Behaviour Support Programme 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.

Specialist external service 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 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
  • 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

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.

How we include children 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. We always consult with parents/carers before arrangements are finalised.

Our school environment

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 are accessible toilets 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.

At Eastfield we have an ARP (Additionally Resourced Provision) with 8 pupils on roll. The ARP is a specialist provision for children with Complex Needs. This enables children with Specific Learning Difficulties to access specialist provision whilst also allowing them to access certain mainstream classes and activities. The ARP at Eastfield operates in accordance with the LA ARP Policy and Operational Guidelines and the terms of its SLA and as such is included within the policies and structures of the school.

How we prepare for children 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 with Complex Needs will undergo a transition programme with the SALT (Speech and Language Therapist).

How are parents 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.

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

  • Your child’s class teacher
  • The Governor for Special Needs- Mrs Diana Cole
  • The Assistant Head for Inclusion- Mrs Anita Claydon
  • A senior member of staff – Mr Statham, Deputy Head or Mrs Jamil, Headteacher

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

Please follow the link for Enfield’s Local Offer for SEND

Our SEN Information Report was prepared in December 2015 and will be reviewed in September 2016.