SEN Information Report

CONTENTS

Page 3 - Who is who
Page 4 - Contact details
Page 5 - The kinds of SEN that are provided for
Page 6 - Identification of and assessing SEN
Page 8 - What to do if you think that your child has special education needs
Page 10 - Consulting with parents and children
Page 12 - Assessing and reviewing progress
Page 13 - Evaluating the effectiveness of provision
Page 14 - Our approach to teaching children with special education needs
Page 15 - Adaptations to the curriculum and learning environment
Page 16 - Training that staff have had
Page 17 - Engaging in activities with peers
Page 18 - SEMH provision
Page 19 - What to do if you have a complaint
Page 20- What is The SEND local offer?
Page 21 - How to access the SEND local offer

Who is who?

Mrs Bates
Head Teacher

Mrs E Clarke
Mental Health Lead

Mrs Barrowcliffe
Behaviour Lead

Miss Manson
SENDCo

Mrs L Clarke
Early Help Lead

Mrs Parnell
Behaviour Lead

The kinds of SEN that are provided for

We are a mainstream primary school and provide SEND provision for children of primary school age (4-11), supporting children with a wide range of needs.

The school plans, manages and reviews SEND provision across the following four broad areas of need:

communication and interaction: this area of need focuses on children who are diagnosed with autistic spectrum condition, Asperger’s Syndrome, speech and language difficulties and communication difficulties;
cognition and learning: this area of need focuses on those children who learn at a slower pace than their peers, even with appropriate support in place and it also includes dyslexia, dyscalculia, dyspraxia and global delay;
social, emotional and mental health difficulties: this area of need focuses on children who are diagnosed with attention deficit hyperactivity disorder (ADHD), have attachment and trauma difficulties, have additional behavioural needs and who need additional emotional well-being support;
sensory and/or physical needs: this area of need focuses on children who may have visual impairments, hearing impairments, processing difficulties and epilepsy.

Identification of and assessing SEN

The school recognises that early identification and effective provision improves long-term outcomes for children. As part of the overall approach to the progress and development of all children, it has a clear approach to identifying and responding to SEND. Our SENDCo co-ordinates the SEND provision throughout school liaising with parents, children, school staff, health care, social care and schools and families specialist services from the Local Authority.

Assessing need prior to joining our school:
We have good links with outside agencies and will work closely with other settings to ensure that each child has a transition package which best meets their needs and that relevant information about the child’s needs are shared. If your child starts Greasley Beauvale Primary in KS1 or KS2, we follow our admissions policy to ensure that your child’s needs can be met before transitioning into our school.

Parents and children are invited to visit the school and discuss any initial concerns. Where required, an extended transition plan can be put into place to ensure
their transition is successful.

Assessing need throughout the school year:
In order to assess if a child requires extra provision class
teachers will make regular assessments of progress for all children and identify those where progress (this may include progress in areas other than attainment, for example, social needs):

is significantly slower than that of their peers starting from the same baseline;
does not match or better the child’s previous rate of progress;
does not close the attainment gap between the child and their peers;
widens the attainment gap.

Parents should initially raise this concern with the class teacher. The class teacher will monitor this concern for 1-2 weeks. If there is no improvement with regards to need to that has been raised, an initial concern meeting will be initiated.

When considering whether special educational provision is required, we will start an initial concern meeting with parents to discuss current concerns (this will include the child’s voice too), observations and desired outcomes, including the expected progress and attainment, and the views and the wishes of the child
and their parents.

A range of specific, more specialised tests are used to assist in the identification of an individual child’s needs in order to plan targeted programmes for them and to
use as a benchmark for measuring the impact of subsequent interventions or additional support.

These conversations will make sure that:

everyone develops a good understanding of the child’s areas of strength and difficulty;
we take into account the parents’ concerns;
everyone understands the agreed outcomes sought for the child;
everyone is clear on what the next steps are.

This will be reviewed after a maximum of six weeks to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

What to do if you think that your child has special education needs