S.E.N.D. Report

1. Special Educational Needs that are provided for at New Brighton Primary School.

 

The staff at New Brighton Primary School provide support for pupils across the four areas of need as laid out in the SEN Code of Practice 2015:
Communication and interaction
Cognition and learning
Social, emotional and mental health difficulties Sensory and/or physical needs
Specialist Provision

2. Information about the school’s policies for identification and assessment of pupils with SEN.

 

Pupils are identified as having SEND, and their difficulties assessed, through:
Problems with their academic achievement;
Behavioural/social issues preventing them from fully accessing the curriculum;
Teacher/parental referral to the Inclusion Manager (who will then discern the next steps needed);
Information from previous settings;
Those children showing greater difficulty may be assessed by outside agencies including the Special Educational Needs Assessment and Advisory Team (SENAAT).

3a. Evaluating the effectives of provision made for pupils with SEN.

 

Pupil tracker (an online assessment tool) is used to closely monitor the progress of children receiving intervention support each half term (approximately 6 weeks). Individual Education Plans (IEPs) or Provision Plans are then used to track the progress each child makes on their individual targets and to agree appropriate intervention sessions. Monitoring of these intervention groups is completed by the Inclusion Manager in order to inform the type and scope of interventions that take place.

3b. Arrangements for assessing and reviewing pupils’ progress towards outcomes, including opportunities available to work with parents and pupils as part of this assessment and review.

Arrangements include:
Graduated approach – Assess, Plan, Do, Review; Data Tracking for pupil progress;
Cognition and Learning Plans, PFA and EHCP reviews;
Request for Advice from Inclusion Manager;
SEND observations;
Quality First Teaching Advice from Inclusion Manager.

3c. The school’s approach to teaching pupils with SEN.

 

The school will ensure:
Balanced and broad curriculum with flexibility to meet every child’s needs;
No child is excluded from a learning activity due to their learning difficulty or impairment;
Effective differentiation;
Peer tutoring and collaborative learning;
Alternative methods or responding or recording work;
Specialist resources for those children with sensory or mobility impairments where appropriate;
Extra-curricular activities are barrier free and do no exclude any pupils;
Lesson resources in formats other than print provided;
Adapted printed materials for children with Literacy learning difficulties;
Extra adult support in classrooms.

3d. How adaptations are made to the curriculum and the learning environment of pupils with SEN.

The curriculum/learning environment may be adapted by: Groupings that target specific levels of progress; Differentiated resources;
Diverse teaching styles;
Appropriate choice of texts and topics to suit the learner; Access arrangements for standardised testing;
Additional adult support;
Individual Education Plan with specific targets;
Specialist equipment such as writing slopes, posture cushions, pencil grips, easy to use scissors, specialist seating etc.

3e. Additional support for learning that is available to pupils with SEN.

The following support is available:
TA support within the class;
Small intervention groups;
1:1 individual support on specific targets; PFA, EHC funded 1:1 support;
Hearing/Vision support;
Speech and Language Therapy;
Behaviour Support;
Small Intervention Class with Teacher and Teaching Assistant.

3f. How the school enables children with SEN to engage in all school activities along with children who do not have SEN.

Pupils are included and engaged through:
Peer tutoring;
Collaborative learning;
Adapted activities where appropriate;
Alternative methods of recording where appropriate;
Specialist resources such as ICT where appropriate for sensory difficulties;
Extra-curricular activities available to all children with subject specific adult leaders;
Adapted printed materials;
School trips are available to all, including residential trips;
1:1 support arranged if required for an out of school visit.

New Brighton Primary School is built on two levels with stairs from the ground or first floor. Lifts have been fitted so that children with physical difficulties can access all levels of the school building – the only room which does not have wheelchair access is the Tranquillity Room. Entrance to the school building is via the main entrance, unfortunately this does not have wheelchair access, but access is available through the KS1 hall. There are disabled toilet facilities available to each year group.

3g. Support that is available for improving the social, emotional and mental health of pupil with SEN.

Pupils are well supported by:
An anti-bullying policy that is supported by all staff; Inclusion on the school council;
Circle time;
Play leaders supporting lunch time;
Socially speaking;
Access to the Tranquillity room and program;
SEMH support;
Sensory Intervention;
Family Support worker.

4. In relation to Mainstream Schools and maintained nursery schools, the name and contact details of the SEN coordinator, name and contact details of SEN governor.

Inclusion Manager: Jane Brennan
Inclusion Management Governor: Lin Cook
Contact: schooloffice@newbrighton.wirral.sch.uk
0151 639 3869

5. Information about the expertise and training of staff in relation to children and young people with SEN, including how specialist expertise will be secured.

New Brighton Primary School has:
Inclusion Manager;
One Education Inclusion Base Teacher who specialises in teaching children with moderate learning difficulties and global
delay;
One Language Unit teacher who specialises in teaching children with expressive language delay;
Both specialist units have a Teaching Assistant;
One Teaching Assistant specialised in delivering a range of programmes to support children with social, emotional and mental health difficulties;
Dedicated massage therapist who supports children with strategies in coping effectively with emotional and mental health
difficulties.

6. Information about how equipment and facilities to support children and young people with SEN will be secured.

The SEND budget is allocated each financial year. The money is used to provide additional support or resources dependant on
the individual’s needs. Resources may include deployment of staff or equipment in response to pupils specific needs. A child who has been awarded Pupil Funding Agreement or an Education and Health Care Plan has their allocated money spent to achieve the specific and individual outcomes.

7. The arrangements for consulting parents of children with SEN about, and involving such parents in, the education of their child.

Support available to parents:
Meetings with the Inclusion Manager and class teacher;
Family support workers if there are emotional, social or mental health needs;
Reports from outside agencies are shared with parents and may contain suggestions of programmes that can be used at home;
Workshops are offered throughout the school year.

8. The arrangements for consulting young people with SEN about and involving them in their education.

Pupils at New Brighton Primary School are consulted when a Support Plan is being written. Their strengths and aspirations are
also taken into account when writing a Person Centred Plan (PCP/One Page Profile).
Our Quality First Teaching Document was written collaboratively following pupil conferences.

9. Arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with SEN concerning the provision made at the school.

10. How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with SEN and in supporting their families.

Where necessary, the following outside agencies are consulted for specialised expertise:
Child protection advisors;
Educational Psychologists;
CAMHS (Child & Adolescent Mental Health Service);
EWO (Educational Welfare Officers);
Social services;
SALT (Speech & Language Therapy);
OT (Occupational Therapy);
Paediatricians;
School Nurse (confidential appointments and support are available, parents can request an appointment to meet with the school nurse);
ASC (Autism Social Communication Team);
Hearing/Vision Support (Wirral Sensory Service);
Family Support Workers;
SENAAT (Special Educational Needs Assessment Advice Team);
Gilbrook Outreach.

11. The contact details of support services for the parents of pupils with SEN, including those arrangements made in accordance with section 32.

WIRED
Head Office Wirral
Unit 7, Wirral Business Park, Arrowe Brooke Road, Upton, Wirral, CH49 1SX.
Email: contact@wired.me.uk
Website: www.wired.me.uk
Tel: 0151 522 7990 Fax: 0151 670 1600

12. The school’s arrangements for supporting pupils with SEN in a transfer between phases of education or in preparations for adulthood and independent living.

Transition strategies:
Discussions between previous or receiving schools/settings prior to the pupil joining/leaving;
Transition days spent with their new class teacher;
Additional visits arranged for pupils who need extra time in their new school or new year group which is in a different part of the school;
Inclusion Manager is available to meet with parents of children joining the school;
Our Inclusion Manager will liaise with Inclusion Managers from secondary schools to pass on information regarding SEND
pupils;
Secondary staff visit school to meet the children and speak to class teachers;
Where a pupil may have specialised needs, a separate meetings is arranged for the Inclusion Manager to meet with the secondary
Inclusion Manager, parents and pupil;
Foundation Stage staff visit private nursery settings to gather all relevant information. Private nursery staff are also invited to
school to support pupils during transition;
Foundation Stage/ Inclusion Manager will visit the settings of any children starting at New Brighton with additional needs to ensure
that the appropriate provision is in place;
Foundation Stage hold open evenings to allow teachers to meet prospective parents.

13. Information on where the local authority’s Local Offer is published.

The local offer is available on the following link:
http://localofferwirral.org

  • To be reviewed July 2018
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