Special Educational Needs

All mainstream schools and maintained nursery schools are required by law to produce a Special Educational Needs Report on an annual basis, Special Educational Needs (Information) Regulations Clause 65

All mainstream schools and maintained nursery schools are required by law to make their Special Educational Needs Report available on their website.

The Special Educational Needs Report forms part of the school’s Local Offer which can be viewed following this link
http://search3.openobjects.com/kb5/buckinghamshire/fsd/service.page?id=UPQYeXYIQAE

This template documents has been co-produced by Bucks parents of children and young people with SEND.

1. The type of SEND provision that Haddenham St Marys CE Infant School caters for is

Communication and interaction; Cognition and learning; Social, mental and emotional health; Sensory and/or physical

The school’s accessibility policy can be found here:

2018-HSM-Accessibility-Policy_for website

The School’s Policy

2. The school’s policy (including pupils who do and do not have an EHC Plan) for:

• identifying and assessing pupils with SEND is:

The class teacher, supported by the Head teacher and subject co-ordinators, make regular assessments of progress for all pupils. Where pupils are falling behind or making inadequate progress given their age and starting point they are given extra support through 1:1 or small group interventions and additional support is given during independent tasks in class.

If a child continues to make inadequate progress, despite precision teaching targeted at their areas of weakness, the class teacher and the SENCO discuss whether the child has a Special Educational Need. Where this is the case, we will consult with the child’s parent or carer and agree the SEN support that is required to support the child. During this process the SENCO may also seek advice from relevant professionals.

• evaluating the effectiveness of its provision for pupils with SEND is:

The SENCo and Head teacher meet each term to look at the progress of children with SEND. We discuss the provision each child on the SEN register is receiving and what the impact of the provision is having on progress. The SENCo also meets with class teachers and learning support assistants each term to discuss the needs of the children with SEND in each class and how the provision and interventions are having an impact.

• assessing & reviewing the progress of pupils with SEND is:

The SEN support plan for each child is reviewed at least once a term, and more often where needs and circumstances change, or following recommendations and advice from professionals involved with the child. The class teacher is responsible for reviewing the provision for children with SEND, and the outcomes are then discussed with the SENCo. Parents are invited to come into school to meet with the class teacher and discuss the reviewed provision, and they will receive a copy of the support plan put in place.

The School’s approach to teaching

3. The school’s approach for teaching pupils with SEND (including pupils who do and do not have an EHC Plan)

• by adapting the curriculum & learning environment is:

For the teaching of Literacy, Numeracy and Phonics, pupils are grouped within year group classes according to ability. As there is a wide range of ability in each class, our teachers provide a differentiated curriculum suitable for all pupils, to ensure access at all levels.

Any pupils with particular needs are included as fully as possible into the classroom environment and, where needed, the curriculum is adjusted. Sometimes it may be appropriate to withdraw a pupil sensitively, to work individually with an LSA or the SENCo in order to acquire, reinforce or extend skills more effectively. For some pupils, withdrawal sessions may be used to improve motor skills or application or to give support in a particular area e.g. reading and phonics skills. Withdrawal programmes are time-limited and criteria for inclusion in such programmes are clearly specified. Children are then supported with integration back into the lesson after a withdrawal session.

• with additional support for learning is:

Learning support assistants work as part of a team with the SENCo and the teachers, supporting pupils’ individual needs, and helping with inclusion of pupils with SEND within the class. They play an important role in implementing Support Plans and monitoring progress. They contribute to review meetings and help pupils with SEND to gain access to a broad and balanced curriculum. Pupil support aims to encourage as much independence as possible within a safe and caring environment. We use intervention programmes to support children and develop their skills in specific areas, such as reading and phonic skills, fine and gross motor development, social skills and speech and language development. These intervention programmes may happen with children on a 1:1 or small group situation, depending on the needs of the child.

• through activities that are available to pupils with SEND in addition to those available through the curriculum is:

We have an inclusive ethos which encourages all pupils to take part in enrichment activities outside of the curriculum, such as after school and lunch time clubs and activities, community events, school visits, school partnership activities and events. Adaptations and adjustments are made as appropriate to the environment or content to ensure inclusion.

• through improving the emotional and social development of pupils with SEND is:

We use a programme called ‘Talkabout for Children’ with individuals and small groups. It develops social and emotional skills, one of the units targets friendships. The learning support assistants run the programme with individuals and small groups as necessary, and some of the activities and stories used are appropriate for whole class PSHE teaching.

The School’s facilities

4. The school’s facilities to include pupils with SEND and how you obtain new or specialist equipment & facilities is:

See school’s accessibility policy

The School’s training

5. The school’s arrangement for training staff in relation to pupils with SEND is:

All teaching staff are able to teach pupils with SEND. Additional training for teachers and LSAs/TAs is made available when necessary and appropriate, particularly training to meet the specific needs of an individual pupil.

All staff are kept well informed about the strategies needed to manage pupils’ needs effectively, and we ensure that other pupils understand and respond with sensitivity.

Specialist expertise is obtained by the school school by:

The SENCO meets at least termly with the school’s link Educational Psychologist to discuss the needs of children on the SEND register, and an action plan is made as to how the children will be supported. The school also has a link Speech and Language Therapist and an Occupational Therapist with whom the SENCO has a termly school advice clinic to discuss particular needs. Our school is also able to seek advice from the Specialist Teaching Service when necessary for advice and assessments of children’s needs. The SENCO, with parental consent, is able to make referrals for children to be assessed and advice sought from a range of other health and educational professionals, including the school nurse, and the school doctor (community paediatrician) service.

The School’s consultation

6. The school’s arrangements to consult with and involve:

• parents/cares of pupils with SEND about the education of their child/ young person is:

Our school has an open door policy, and parents and carers can discuss the education and well-being of their child any time. Teaching and support staff are available before and after school. For longer chats we encourage parents and carers to make an appointment for a time that fits around staff meetings and training. For more urgent discussions, the Head teacher and admin staff are available throughout the day. We use telephone and email to communicate with parents and carers, and occasionally send letters home.

Reviews take place at least once a term for children with SEND, to discuss their progress and provision. Parents and carers are invited.

• children/ young people about their education is:

Where appropriate with the age of the child, their progress is discussed with them, usually about how they are working towards their targets, and what they think we need to work towards next.

The School’s partnerships

7. The school’s governing body/ proprietor involve other bodies (incl health, social care, BCC support services, voluntary & community groups) to meet the needs of pupils with SEND and their families by:

SEN Governor in post. All appropriate outside agencies are consulted according to the needs of individual children.

8. The school’s arrangements for pupils with SEND transferring between other education providers or preparing for adulthood & independent living is:

The SENCo will contact the SENCo of the receiving school / placement and arrange a meeting to discuss the needs of the child. Records will be passed on. It may also be appropriate to arrange additional visits by the child to the new school, accompanied by a familiar teacher or support assistant. We encourage the child to take pictures of the new school during this visit to be able to look at prior to the move. We are also able to enlist the support of our link Speech and Language Therapist to run transition activities for children as appropriate.

The school does collaborate between the following education providers and other settings:

Pre-Schools: Chearsley and Haddenham Under Fives (CHUF), Puddleducks, Bambinos, Dinton as well as any other Pre-Schools that feed into Haddenham St Marys.

Schools: Haddenham Community Infant and Junior Schools, Cuddington and Dinton, Great Kimble, Broughton Infant School.

9. The school communicates the contact details for the support listed above to pupils with SEND and their families by:
10. Newsletter, website, 1:1 discussions, parent evenings, letters

The School’s key contacts

11. The name and contact details of the school’s SEN co-ordinator?

Name: Mrs Kelly Williams

Email: office@haddenham-st-marys.bucks.sch.uk

Tel: 01844 291455

12. The contact for compliments, concerns or complaints from parents of pupils with SEND?

Name: Mrs K Collett / Mrs K Williams

Email: office@haddenham-st-marys.bucks.sch.uk

Tel: 01844 291455

The school’s Complaints policy can be found here on the Policies page

The School’s link to the Bucks Local Offer

Information for the Local Offer for Buckinghamshire is available at www.bucksfamilyinfo.org/localoffer

The Bucks Local Offer provides information and advice on Special Education Needs & Disability provision, both inside and outside the Local Authority. If you wish to contact Buckinghamshire County Council about the Local Offer please call 0845 688 4944 or email familyinfo@buckscc.gov.uk