SEN
At Aylburton C of E Primary School, we believe that every child should be nurtured in an environment which enables them to succeed. Every child is entitled to quality first teaching alongside exposure to a wide range of enriching experiences. To allow all children to achieve this, we will provide the necessary support to meet every individual need.
SEND Local Offer - Gloucestershire
The Children and Families Act (2014) introduced many changes to support for young people in Education with Special Educational Needs Disabilities (SEND). In England, Statements of Special Educational Needs and Learning Difficulty Assessments have now been replaced by Education, Health and Care (EHC) Plans.
In Gloucestershire, there is a graduated pathway to support all children with additional needs. If you have any concerns about your child's development, talk to the school in the first instance. Your child's SENDCO will be able to help with any questions you may have.
Aylburton C of E SEND Information Report
WHAT IS SEND?
SEND or Special Educational Needs and Disability is when pupils need additional or different provision to enable them to achieve their potential. It is when one or more of the following is a barrier to their learning:
• Language and Communication (C+I)
• Social, Mental and Emotional Health (SEMH)
• Cognition & Learning (C+L)
• Medical, Physical or Sensory Needs
At Aylburton C of E the progress and attainment of all pupils is reviewed every term by the Senior Leadership Team and teaching staff, at which time provision may be adjusted to meet identified needs. If a child continues to have difficulty after intervention or has a high level of difficulty when they join us, they may be considered to have special educational need (SEND) and be placed on the SEND register. If you, as a parent have concerns, you should firstly speak to your child’s teacher and afterwards, may wish to contact the SENDCo. All relevant parties, including parents and child, are consulted as part of the school’s decision to place on the register. We value the dialogue between staff and parents and implement regular formal and informal meetings where all parties may raise concerns.
If your child goes onto the SEND register, a My Plan will be created by their class teacher. This document will include targets for your child, as well as information as to how all adults, including parents, can help them to achieve them. Each child has their own file which contains their My Plan and any resources which may be helpful to them in class.
The My Plan is reviewed a minimum of 3 times a year in consultation with children, parents and the class teacher. The SENDCo will attend review meeting when asked to do so by parents or teachers. If you would like the SENDCo to attend parents evening, please let the class teacher know.
If multiple agencies are involved in providing support/guidance to help your child, a My Plan+ may be written. This would be carried out by the SENDCo with parents, the child and class teacher contributing.
If your child does not make progress after receiving such graduated support, we will discuss with you the possibility of putting your child forward for an Educational Health Care Plan (EHCP). An outcome of this process may be that objectives will be set for your child and some additional funding may be available to support his/her learning in school. School will support you through this process but we will also advise you of other independent agencies who can also provide additional support to you.
WHAT DOES SEND SUPPORT LOOK LIKE HERE?
The most important level of support for your child is first quality teaching but should they need additional provision, the SENDCo will work closely with the class teacher to plan and oversee this. Additional provision may include small group or 1:1 teaching, additional or different resources or strategies used to support their learning. We have TAs and teachers trained to deliver various intervention programs. These include:
• Little Wandle same day intervention and/or catch up.
• Precision teaching - a teaching method carried out on a 1-1 basis for children who may struggle with short term memory to aid them to learn facts, such as times tables, phonic sounds or high frequency words.
• Fizzy - a fine and gross motor co-ordination programme, carried out in small groups.
• Drawing and Talking Therapy– a therapeutic approach used to support pupils to explore their needs
• Number Stacks- a practical intervention which assesses and plans teaching for children who need support in 4 keys areas of Maths. Delivered mainly on a 1-1 basis but may be used as part of a small group intervention.
• Talk Boost - a supporting children with language and communication needs, carried out in small groups.
The school employs a person to fill the role of ‘The Listening Post’ (also known as an ELSA, an Emotional Literacy Support Assistant). This is someone who is there to solely listen to your child and try to work through any worries they may have.
The school employs a part-time SENDCo (Special Educational Needs and Disability Coordinator) who has completed the National Award for SENDCo's.
All teaching staff are kept up to date with best practice to support pupils with SEND and in house training or courses to enhance expertise are arranged according to the needs of our pupils.
If your child has an Education Health Plan (EHCP) with funding attached, the provision provided would be discussed and planned for in meetings with parents and possibly other outside agencies (see next section for details). The funding may be spent on TA support for the child in school or in other ways to meet the needs of the ‘whole’ child.
Should your child struggle with, for example, reading, if appropriate staff in school may apply for additional time for the child to access the Year 6 SAT’s. They may also complete tests on a 1:1 basis. Each child’s needs would be assessed and appropriate support provided, following national guidance.
ACCESSIBILTY
The main school building is a listed building and so changes to the site are limited. There are steps to the main building. There is a hand rail but no ramp in place. There are less steps to the rear of the main building. Class 1, which houses the infant classroom has a small step in. The accessibility plan to make the site more accessible can be found on the school website.
WHAT IF MORE IS NEEDED TO SUPPORT MY CHILD?
When a child needs additional provision that we are unable to provide through the school’s resources, we may consider putting your child forward to work with outside agencies or may contact them for advice. This could involve working with Educational Psychology Services or Advisory Teaching Teams as well as other outside agencies. This would only occur with parental permission and notes from work carried out would be shared with you.
These agencies may include:
School Nurse
Educational Psychologist (EP)
Speech and Language Therapist
Occupational Therapist (OT)
Consultant Paediatrician (referred via G.P.) or SCAAS (Social Communication and Autism Service)
Advisory Teaching Service (ATS)
Families First Plus
Children and Young People Metal Health Service (CAHMs 2gether NHS)
Should your child have a specific learning difficulty their provision will be looked at and planned for on an individual basis. If your child has one of the following learning difficulties, their provision may include some of the following:
Autistic Spectrum Disorder - visual timetables, social stories and home/school books.
Hearing Impairment—Seating near the front of class, keep up learning may be delivered in a quiet space to reinforce learning, Talk Boost and Speech and Language intervention resources, such as Black Sheep may be used if appropriate.
Visual Impairment—enlarged worksheets, background colours adjusted on boards and adjustments to the physical space of the school if needed.
Should your child have difficulty in conforming to behaviour expectations we may look at structures in place and the physical space of the classroom. Additionally Social stories to support your child with any changes or school trips may be written.
Should any child need medical or personal care this is treated with sensitivity by all staff involved, ensuring the dignity and of the child is maintained. In consultation with parents, staff are trained by relevant professionals to under take necessary tasks, following the child's care plan. Children with medical or personal care needs are likely to need additional support when on school trips and/or residential trips. This would be planned for carefully and full risk assessment written along with the staff: ratio being modified if needed.
When a child on the SEND register transfers to our school or joins us from an Early Years Setting, discussions with the former setting are held and records are received and read. As the parent, your child’s class teacher will discuss targets and concerns with you and similarly, do contact the school if you wish to discuss any concerns. If your child is transferring to another school, all records will be delivered to the receiving school and a meeting or discussion with the receiving school will be arranged. Should the child be transferring to a secondary school and have an EHC plan, a transfer review is held during year 5 where parents and children may meet staff from the receiving school and the needs of the child are discussed.
We recognise that having a child with additional needs can be challenging . We aim to support you and your child and strive to work together to achieve the best possible outcome for every child at our school.
Should your child attend this school and you feel dissatisfied with any element of our SEND provision, initially speak to the class teacher. If you feel the issue has not been resolved please arrange a meeting with the SENDCo or the Head Teacher. If you continue to feel dissatisfied the school has a SEND Governor who can advise you. Her name is Linda Rolf, please contact the schools office to gain contact details or arrange a meeting.
For further information please visit our school website . A key documents is the SEND policy.
Severn Federation Academy Trust https://www.sfat.uk/policies/
OTHER SOURCES OF INFORMATION AND SUPPORT
Gloucestershire Local Offer
https://www.glosfamiliesdirectory.org.uk/kb5/gloucs/glosfamilies/family.page?familychannel=2_1
Local Authority Information
http://www.gloucestershire.gov.uk/sen
Gloucestershire SENDIASS—free, impartial advice for parents
Freephone: 0800 158 3603 (on a landline) 01452 389345 (on a mobile)
Gloucestershire Young Carers
https://www.glosyoungcarers.org.uk/
Family Information Service
Email: familyinfo@gloucestershire.gov.uk or Freephone: 0800 542 02 02
Independent Parental Special Education Advice
0800 018 4016
www.ipsea.org.uk
National Autistic Society (NAS) 0808 800 4104
Gloucestershire Social Communication and Autism Assessment Service
https://www.ghc.nhs.uk/our-teams-and-services/children-and-young-people/camhs/scaas/
Support Child Neurodiversity Gloucestershire NHS
https://support-child-neurodiversity-southwest.nhs.uk/
Total Communication Training for parents - makaton
http://www.totalcommunication.org.uk/gtc-course-one-training/
Understood – for learning and attention issues
www.understood.org
Useful Contacts: Lucy Nelmes (SENDCo) Emma Isaac (Head of School)