For Which Kinds of Special Educational Need is Provision Made at Hindsford CE Primary School?
A child has a special educational need if he or she has difficulties that call for special educational provision to be made: if they have a significantly greater difficulty in learning than their peers or they have a disability which prevents or hinders them from making use of educational facilities of a kind provided to others of the same age. The broad areas of Special Educational Need in which children’s needs and requirements fall are:
• Communication and Interaction
• Cognition and Learning
• Social, mental and emotional health
• Sensory and/or physical
At Hindsford CE Primary School, provision is made for children with particular needs in any of these areas.
How does the school identify and assess children with special educational needs?
While for many children, SEN can be identified at birth or at an early age, some difficulties only become evident as children and young people grow. It is therefore important that all those who work with children and young people are alert to emerging difficulties and respond early. In particular, parents know their children best, and it is important that all professionals listen and understand when parents express concerns about their child’s development. They should also listen to and address any concerns raised by children themselves. Early identification of pupils with SEN is a priority. At Hindsford, we will use appropriate screening and assessment tools, and ascertain pupil progress through:
• Evidence obtained by teacher observation/assessment
• Their performance against year-end objectives
• Pupil progress in relation to objectives
• Standardised screening or assessment tools via the TESS Team (Targeted Education Support Service)
• Liaison with pre-school settings
• Liaison with parents
How does school know that its provision for SEN pupils is effective and how do we assess and review the progress for SEN pupils?
Progress is the crucial factor in determining the need for additional support. Adequate progress is that which:
• Narrows the gap in attainment between the pupil and peers
• Prevents the attainment gap widening
• Is equivalent to that of peers starting from the same baseline but less than the majority of peers
• Equals or improves upon the pupil’s previous rate of progress
• Ensures full curricular access
• Shows an improvement in self-help and social or personal skills
• Shows improvements in the pupil’s behaviour
If a teacher concludes that a child may need further support to help their progress, the teacher will seek the help of the SENCO. The teacher and SENCO will review the approaches adopted. Where additional support to that of normal classroom practice is needed, it will be provided through school-based action. If a more sustained level of support is needed it would be provided through referrals to outside agencies for recommendations and further advice. Where concerns remain, despite sustained intervention, the school will consider requesting a statutory assessment. Parents will be fully consulted at each stage. The school also recognises that parents have a right to request a statutory assessment.
The progress of SEN pupils is monitored at Pupil Progress Meetings each half term in which the classteacher, headteacher and SENCO discuss individual progress, look closely at work and analyse additional assessment evidence such as B Squared. For children with severe and complex needs, school uses the Engagement Model which supports assessment and progress in 5 key areas: exploration, realisation, anticipation, persistence and initiation. The parents of SEN pupils are consulted annually regarding school’s policies, procedures and provision. Whole school data is analysed termly to identify patterns and any underperformance is addressed immediately. Pupil voice is used to gather the views of SEN pupils about the experience they receive at our school.
What is the school’s approach to teaching pupils with SEN?
Provision for each SEN pupil will be mapped across their journey through school. The main methods of provision made by the school are:
• Full time education in class with additional help/support through a differentiated curriculum
• Periods of withdrawal to work with members of the SEN team
• In class support with adult assistance
• Differentiated homework tasks
• Support from specialists
• Adult support during unsupervised time such as playtimes where adults provide monitoring and support for pupils with additional needs from a distance
• Support during transitions through the use of a visual timetable and regular movement breaks where children require them
• Support for pupils with behavioural difficulties through a pastoral team and personalised rewards and sanctions to which pupils have contributed their own ideas
• 1 to 1 and small group mentoring for pupils with social and emotional difficulties
• The use of Dyslexia Friendly teaching approaches and resources
• Resources to support children purchased using SEN funding including pencil grips, writing slopes Attention Trackers etc
• Nurture group support
How does the school adapt its curriculum and learning environment for pupils with SEN?
Hindsford CE Primary School is an accredited Dyslexia Friendly School and an ADHD Friendly School. As such, our environment is adapted to reduce ‘visual stress’ and ensure that resources are readily accessible to all children. Classrooms are equipped with lighting and music in order to promote a calm environment. The building is wheelchair accessible. The curriculum is adapted to suit the needs of pupils with SEN through differentiated learning objectives and well-matched, stimulating resources. An SEN Hub with a designated SEN Teaching Assistant ensures that all pupils with SEN have opportunities for over-learning in a small group or 1 to 1 context. Visual timetables support all children through the day with individuals who require it having a further personalised visual timetables/now and next cards. A sensory room is available to support those children with sensory sensitivities or social, emotional difficulties.
What additional support for learning is available for pupils with SEN?
Please see the ‘School Offer’ document which summarises the support that Hindsford CE Primary provides for children with a range of additional needs.
How does school enable pupils with SEN to engage in activities within school together with children who do not have SEN?
Quality First Teaching is at the heart of our SEN provision. All lessons are differentiated to ensure that SEN pupils can access learning within the mainstream classroom alongside their peers for the maximum amount of time that they can. Children are taught respect as one of our core Christian values and as a result children work together harmoniously regardless of any additional or complex needs they may have. A peer support system is in place so that pupils support each other at lunchtimes.
What support is available for improving the mental and social development of pupils with SEN?
Please see the ‘School Offer’ document which summarises the support that Hindsford CE Primary provides for children with a range of additional needs
Who coordinates SEN provision in school?
The SEN team (contact on 01942 882409 with any questions/concerns) in school is: SEN Coordinator (SENCO): Miss Rebecca Dempsey
SEN TA: Mrs Rachel Maloney
1:1 Support Staff: Miss Carrie Jones, Mrs Bev Walker, Mrs Victoria Mooney, Mrs Michelle Barlow, Miss Samantha Hicks, Mrs Tracey Ahmed, Mrs Emma Wolstenholme
Designated Governor for SEN: Andrew Morris
Responsibility for managing Pupil Premium: Mrs Elaine Holden
Designated Teacher for Safeguarding Pupils: Mrs Elaine Holden, Miss Rebecca Dempsey
Designated Teacher for supporting CLA (Children Looked After): Mrs Elaine Holden
Photographs of staff can be found in the school entrance hall.
What expertise and training do staff have to support children with SEN and how does the school secure specialist expertise?
All staff are encouraged to attend training which will help them to acquire the skills needed to work with SEN pupils. Part of the SENCOs role is to develop awareness of resources and practical teaching procedures for use with SEN pupils. LSAs’ (Learning Support Assistants) requirements in supporting pupils’ needs will be considered frequently through performance management. ECTs (Earlt Career Teachers) and new staff to the school will have access to the school’s SEN policy as part of their induction. The school’s training needs will be included in the School Development Plan. When specialist expertise is required, the SENCO will complete a referral to the appropriate professionals and the expertise will be shared with staff in school to ensure continuity of provision.
How will equipment and facilities to support children with SEN be secured?
Each year, funding is linked closely to the School Development Plan and any action which the SENCO places on an action plan will be budgeted for by the Headteacher during the budget setting process. This funding is then ring-fenced to purchase equipment and facilities to support SEN pupils. On occasion, the SENCO will liaise with Schools’ Outreach Service to arrange equipment on loan to support particular needs.
What arrangements does school make for consulting parents of children with SEN and involving them in their education?
Parents of SEN pupils are consulted annually about whole school SEN provision and their child’s experiences. An additional discussion document is completed prior to Parents’ Evenings where additional support is outlined and parents have the opportunity to discuss their child’s progress and request any further support. Parents of pupils who have an EHCP are invited to offer their views through the annual review process.
What arrangements does the school make for consulting children with SEN about their education?
Children with SEN are regularly consulted about their education through informal discussions with staff, within target setting sessions, through Talking Mats and through visual prompts.
How does the school and/or governing body address complaints made by parents of SEN about the provision being made for their child?
To handle complaints from parents of pupils with Special Educational Needs concerning the provision made at school, the School Complaints procedure is outlined in the pupil planner. A copy of the Complaints policy can be obtained by contacting the School Office (01942 882409).
How does the governing body involve other bodies in meeting the needs of pupils with SEN and in supporting their families?
The Governing Body’s responsibilities to pupils with SEN include:
• Ensuring that provision of a high standard is made for SEN pupils
• Ensuring that a ‘responsible person’ is identified to consult with the SENCO about all pupils who carry a statement of special educational needs
• Ensuring that SEN pupils are fully involved in school activities
• Having regard to the code of practice when carrying out these responsibilities
• Being fully involved in developing, monitoring and subsequently reviewing the SEN policy
• To ensure that external bodies such as Health and Social Services bodies, Local Authority Support Services and voluntary organisations are coordinated within school to support families of pupils with Special Educational Needs
Contact details of support services for the parents of pupils with SEN?
There are support services for the parents of pupils with SEN and this information can be found on Wigan’s Local Offer. Additonally, Embrace can be contacted on 01942 233323 and can offer support for parents which includes one to one contact, providing information and explaining documents and procedures.
What are the school’s arrangements for supporting pupils with SEN in a transfer between phases of education?
Arrangements are put in place to ensure the smooth transition of pupils with Special Educational needs:
The transition between each academic year is achieved through meetings with the current and receiving class teacher and a member of SLT (Senior Leadership Team). Prior to this, the SEN Teaching Assistant, who works across school with all SEN pupils, will meet with the current class teacher to discuss the needs of the SEN pupils and their targets for the start of the new academic year. These will then be shared with the receiving teacher. All of these phases will be overseen by the SENCO.
• The transition from Year 6 into Year 7 will take the form of a formal meeting between the Year 6 teacher, the SENCO and the Inclusions team from each of the receiving high schools. During these meetings, pupil information will be discussed and any documents such as external reports etc will be shared.
• School makes extra provisions for pupils with a Special Educational Need who are due to start school each September. This includes additional taster days, the SENCO accompanying the Reception teacher to the nursery for an information gathering visit, a meeting with the Early Years Inclusions Team, additional meetings with parents and visual images for the children to support their understanding of key staff and raise their awareness of how they will access the building.
• For children with ASD (Autistic Spectrum Disorder), transition can be particularly challenging and therefore a tailored programme of support will be put in place for these individuals.
• ‘My New Class’ books are used to support individual children to become familiar with their next class/staff.
Where is the Local Authority’s Local Offer published?
Please click on the link below to view Wigan’s Local Offer.
The Autism Pathway and Service work with schools, teachers and parents to help support children with a diagnosis of Autism Spectrum Condition (ASC), you will find further information at the link below:
Or if you prefer to speak to someone please call Wigan SENDS team on 01942 486136.