SEN Information Report June 2016 SENCO:

Amanda Tunstall

SEN Governor: Amanda Tunstall

Contact: 01772 335065 Dedicated SEN time: Thursday afternoon Local Offer Contribution: www.lancashire.gov.uk/children-education-families/special-educational-needs-and-disabilities.aspx Whole School Approach: High quality first teaching and additional interventions are defined through our annual dialogue across the school contributing to our provision management approach. These documents help us to regularly review and record what we offer EVERY child or young person in our care and what we offer additionally. These discussions also serve to embed our high expectations among staff about quality first teaching and the application of a differentiated and personalised approach to teaching and learning. We make it a point to discuss aspirations with ALL our learners. Underpinning ALL our provision in school is the graduated approach cycle of:

Assess

Plan

Review

Do

All teachers are responsible for every child in their care, including those with special educational needs. (Reference: Teaching & Learning Policy) Assess: Teachers will assess children through regular formative assessment. The SENCo and head teacher will monitor progress through school support plans and pupil progress meetings. A number of assessment tools are used in school to assess progress.       

EYFS profile 2 year check Wellcomm Benchmarking Phonics screening check Key stage 1 results BPVS

Plan: Teachers will write school support plans and contribute information to the annual reviews of children with SEN. The School support plans will be monitored and evaluated by the SENCo and the head teacher.

1

Do: The TA and teacher working with a child will record progress and work towards their targeted provision. Each term the SENCo and head teacher will review the progress the children are making and this will support the provision mapping for the areas of support in school. Any children who are struggling to make progress will be closely monitored and plans and support will be adapted to best suit the needs of the child. There are a number of interventions which school run to support children with SEN.              

Wellcomm (Reception/year 1) School Start (Reception) Talk Boost (Reception) Funky Fingers (Reception) Nurture (KS1 and KS2) Fast track Phonics (Year 2) Differentiated phonics groups (KS1) Grammar (Year 6) IDL (Dyslexia) Specialist teacher support Toe by Toe (Individual support) TA in Lower English and Maths groups (KS2) TA in Each class mornings (KS1) 1:1 support

Review: Each term the school support plans will be reviewed. The intervention programmes will be reviewed in relation to starting points and progress made. Having consulted with children, young people and their parents, all our additional provision (internal or external) is based on an agreed outcomes approach.

SEN needs Children and young people’s SEN are generally thought of in the following four broad areas of need and support:

Communication and interaction 

We have a speech and language therapist who visits individual children and also supports staff to deliver a Speech and language episode plan.



Wellcomm is an intervention which assesses children’s starting points and has an intervention programme focusing on activities to support vocabulary and communication skills.



Talk boost and school start are speech and language interventions written by speech and language therapists which support communication and interactions and also the sound production and language skills.

Cognition and learning       

Quality first teaching with differentiated objectives for children. In class support for small groups of children. Extra thinking time for responses to questions or contributions to class discussions and extra time to complete activities Opportunities for revision and overlearning; strategies to develop and extend listening and attention Clear classroom routines supported by visual cues e.g. visual timetables Use of visual aids, including object cues, gesture and basic signing to support understanding and development of language Regular planning of specifically differentiated work to ensure effective inclusion in all areas of the curriculum Tasks broken into smaller steps; simplified language reinforced by multi-sensory learning

2

     

Approaches to support receptive and expressive language delay (e.g. visual cues objects, photographs, signs, symbols) Focused, small group work within classroom; programmes to help with sequencing and organisational skills Strategies to assist those with poor working memory skills and retention, such as individual visual timetable, small group to rehearse activities and preview the vocabulary/text Consideration of positioning and seating to support learning Access to a methodically organised learning environment which is well-defined and labelled using writing and visual prompts Time-limited targeted intervention groups (e.g. literacy, numeracy, language and communication, graphic skills, fine/gross motor skills, social skills, as appropriate)

Social, Emotional and mental health The school has a nurture room which is used four afternoons a week to support children with social and emotional difficulties. The children are assessed using the Boxall profile and their progress is measured. They are supported within a nurturing environment within a small group with 2 members of staff. Children attend nurture groups but remain an active part of their main class group, spend appropriate times within the nurture group according to their need and typically return full time to their own class within two to four terms. Nurture groups assess learning and social and emotional needs and give whatever help is needed to remove th e barriers to learning. There is great emphasis on language development and communication. Nothing is taken for granted and everything is explained, supported by role modelling, demonstration and the use of gesture as appropriate. The relationship between the two staff, always nurturing and supportive, provides a role model that children observe and begin to copy.

Sensory and/or physical needs A movement club is provided once a week to support children with motor control difficulties. In reception there is a funky fingers group which supports the acquisition of fine motor skills. (Reference: SEN Policy) As of June 2016, we have 32 children receiving some form of SEN Support. We have internal processes for monitoring quality of provision and assessment of need, through teacher observation, planning scrutiny, provision mapping. Any child who has a special educational need disability will have full access to all extra curricula activities.

Consulting with children, young people and their parents Involving parents and learners in the dialogue is central to our approach and we do this through: Action/Event SSP meetings

Parents Evenings Report cards Daily diary Parent questionnaire

Who’s involved Teaching assistant SENCo Teacher Parents Children Teacher/ parents Teacher Teaching assistant/ parents Parents

Frequency Termly

Termly Termly Needs basis Annually

3

Communication and interaction Staff development We are committed to developing the ongoing expertise of our staff. We have current expertise in our school: Initials of person KG AP JW DF WT WS PH YV TC BL MP, SS, LH, LK,KL, AD, LH KB

Area of expertise Nurture/Behaviour/ group Nurture Early years Phonics/Maths Autism Autism Dyslexia/Grammar Hearing impaired Autism MLD SLD SLT Small group work/ interventions Early years

Level 3 3 3 2/3 2 2 3 2 2 2 2 4

This year, we will use the NASEN training materials to support CPD The SEN coordinator attends all cluster training. We have access to the traded team of specialist teachers and use these where necessary to support teaching assistants and staff with strategies and

Staff deployment Considerable thought, planning and preparation goes into utilising our support staff to ensure children achieve the best outcomes, gain independence and are prepared for adulthood from the earliest possible age. Staff are deployed on a needs basis. Each class benefits from a TA for 16 hours for general classroom support for small group work. There a number of intervention groups running gin the afternoons to support children. Staff are deployed on a 1;1 or 1:2 basis where there is an indication of high need.

Finance Our notional SEN Budget this year for high needs block was £5508 Pupil premium £76540 and the expenditure breakdown of that income is as follows:

• • • •

All Support staff £284,392 SEN supportCommissioned external services = £5000 Additional teaching resources = £500 Training = NASEN: £70 £150 Cluster meetings

4

A full list of our external partners who we work with can be found in our contribution to the Local Offer. Extending our school approach, we commission using an outcomes-based approach. This enables us to hold our partners and ourselves to account. We believe this has benefited our children/young people and their families in the following ways: Sure start –Wellcomm programme and counselling service First quality teaching Early intervention

School Partnerships and Transitions We work closely with the feeder nurseries and our own maintained nursery to ensure a smooth transition takes place for children with SEN. We offer additional visits to school. A school transition booklet and support from teaching assistants. Visits will also be made by the reception teacher and SENCo to the setting. Home visits will be offered and parents consulted throughout the process. With regard to the transition to high school we have a well-established relationship with the feeder high schools and work together to transfer information and devise a transition programme to suit the needs of the children.

Complaints Should a parent or carer have a concern about the special provision made for their child, they should, in the first instance, discuss this with the class teacher. If the concern continues, then the class teacher and SENCO will liaise and discuss ways forward. If the concern cannot be satisfactorily dealt with at this stage, it should be brought to the notice of the Headteacher. If the Head is unable to resolve the difficulty, the parents concerns should be put in writing to the SEN Governor (Mrs Amanda Tunstall) and the Chair of Governors (Mr Steve Pierrie) who will be involved after all other avenues to resolve the situation have been exhausted. The school will also make provision to inform parents about Parent Partnership and how to make representations to the LEA.

Further development Our strategic plans for developing and enhancing SEN provision in our school next year include ...  1) Ensure that pupils participate in their learning and increase their responsibility for their learning and behaviour as they move through the school.  2) Ensure good working relationships with parents, carers and the community.  3) Ensure that the school offers a broad, balanced and differentiated curriculum that is accessible to pupils with Special Educational Needs and promotes high standards of attainment and achievement  4) Ensure that the learning needs of pupils with Special Educational needs are identified and assessed as early as possible, and their progress is closely monitored in order to prioritise available resources.  5) Ensure all teaching and non-teaching staff are involved in planning and meeting the learning needs of Special Educational Needs pupils through focused and regular training sessions.  6) Ensure that the school liaises with outside agencies effectively to meet the needs of staff and pupils.

5

Relevant school policies underpinning this SEN Information Report include:   

Medicines policy SEN policy Accessibly policy

Legislative Acts taken into account when compiling this report include:   

Children & Families Act 2014 Equality Act 2010 Mental Capacity Act 2005

Date presented to/approved by Governing Body: July 2016

6