Larkfields Information Report

Who's Who! 													Pages 3,4,5. What is Special Educational Needs? 							Page 6. Introduction 													Page 7. Types of Special Educational Needs 							Page 8. Identifying and Assessing Needs 								Page 9. SEN Register, Inclusion and Equality Plans						Page 10. Education, Health and Care Plans 								Page 11. Consulting with Parents										Page 12. Consulting with Children										Page 13. Approach to teaching pupils with SEN							Page 14. The Graduated Approach										Page 15. Inclusion in all aspects of school life 							Page 16. Evaluating the effectiveness of Provision						Page 16. Social, Emotional and Mental Health 							Page 17. Staff Training 												Page 18. Transition 													Page 19. Equipment and Facilities 										Page 20. Accessibility													Page 21. Outside Agencies 											Page 22. Concerns and Complaints 										Page 23. Further Information 											Pages 24,25. SENCo Contact details 										Page 26.

Requests for an Education, Health and Care Plan (EHCP) If the child continues not to make adequate progress, the school will request an EHC Plan (Education, Health and Care Plan). The plan should feature all the services (Education, Health and Social Services) which the child has relied upon for extra support. The different services will work together to produce the plan. The plan will set out the learning and life outcomes sought for children and young people with SEND. The system aims to put young people and their families at the centre of the discussions about the support they receive. An EHC Plan is a legally binding document that sets out the provision the child must receive to meet his/her SEND needs. Each year the school must hold an Annual Review with the parents and all the outside agencies involved with the child to assess the child’s progress and provision. Parents, where they deem necessary, are also able to make their own requests in writing to the Local Authority. For Nottinghamshire, the EHCP request process is all online. A link for this can be found at the end of this document.

How are children supported in their transition from one setting to another? Starting a new school or new year group can be an anxious time for all children and their parents. We encourage visits to our school before applying. At Larkfields Junior School, we work closely with our feeder school, Larkfields Infant School, as well as with the local secondary school, The Kimberley School. The SENDCos meet on a regular basis as part of a ‘Family of Schools’ where information is shared. In the summer term, Year 2 pupils are invited to visit the school on several occasions to experience ‘Junior School Life’. For Y6 pupils moving on, they attend a whole day transition. In the lead up to secondary school transition, we aim to prepare all children for adulthood and develop independence to take a full and active part in society. This means teaching them the skills and strategies required to succeed beyond the primary years. For some children extra visits may be put into place in consultation with both schools and parents (and where necessary outside agencies). Transition is thoroughly thought through each year when children are transitioning between year groups. Transition can be and is tailored to the needs of the children.

What are the school’s arrangements for consulting with parents of children with SEND? If staff are concerned about a child, these concerns will be raised in the first instance with parents. The school follows a ‘Graduated Response’ using the ‘Assess, Plan, Do, Review’ cycle, with the class teacher at the heart of learning. Termly meetings are held between the class teacher, SENDCo, parent and child (if appropriate) to review progress and identify next steps. Key points from the discussion that takes place, and any resulting action will be recorded and shared with parents. This is also an opportunity to ensure that the Inclusion and Equility Plan is up to date and relevant.

Parental Involvement Having our parents involved in all aspects of school life is important. We value input from parents when supporting children within school. We aim to involve parents of children with SEN in the following ways and encourage you to come in and discuss any concerns that you may have: • Through parent and child meetings (termly). • Parents’ Evenings; • Annual/Termly review of Inclusion and Equality Plans and EHCPs. • Through coffee mornings and workshops. • Through informal discussions with class teachers, TAs, our SENCo or Senior Leadership Team (SLT). • Open Door Policy: Parents are regularly invited to meet with teachers, the SENCo, SLT, and external professionals to discuss needs. Through booking an appointment with the relevant staff member (through Weduc/school office).

Where can I access further information? Further information can be accessed on the school’s SEND section or directly from the school SENCo. The information in this report forms a part of Nottinghamshire’s local offer which can be accessed at: <a href="https://www.nottshelpyourself.org.uk/kb5/nottinghamshire/directory/service.page?id=Z1eP5XwsiuY&amp;directorychannel=10_2_3">https://www.nottshelpyourself.org.uk/kb5/nottinghamshire/directory/service.page?id=Z1eP5XwsiuY&amp;directorychannel=10_2_3</a>

Who is the school’s SENDCo and how can they be contacted? The designated person for the co-ordination of SEND is Mrs Lisa Ringham, who can be contacted through the school office by: • telephoning 0115 919 4343 or • via email office@larkfields-jun.notts.sch.uk The designated Governor for SEND is Mr Dominic Devlin.

What are the school’s arrangements for consulting with children with SEND? Whenever possible and where it deemed appropriate, the views of the children are listened to and acted upon. This is true in all areas of school but also for those with Special Educational Needs. When a child is identified as having SEND or at the beginning of each school year, the SENCo and teachers through discussion with pupils, will complete a Inclusion and Equality Plan identifying strength, areas of difficulty and strategies to support learning. Children will be involved in the reviewing their progress on a regular basis and if deemed appropriate will be invited to termly review meetings. Children are also encouraged to complete an anonymous questionnaire in which they are able to voice their opinions around our school’s SEN provision.

Important people in school

Mrs Scott Headteacher and DSL

Mr Betts Deputy Headteacher and DSL

Our School SEND Governor is Dominic Devlin.

How will equipment and facilities to support pupils with special educational needs be secured? How accessible is the school/setting? Where possible we provide equipment or complete necessary funding applications to provide any equipment that is deemed necessary in order to support children in school. We aim to ensure that all activities and equipment are accessible to all children, parents/carers and visitors to our school. Reasonable adjustments have been made to improve accessibility for all. Our school site, a single-story building, the majority of which is one level, is wheelchair accessible. There are ramps to the main and rear entrances and a stair lift in place. There are disabled toilet facilities including space to accommodate changing. Risk assessments and safe systems of work are in place to ensure the safety of all staff and children. We use symbols, visual prompts and visual timetables where appropriate. The school has access to classroom environment audits in order to make adaptations to support children with sensory needs. Further support to ensure our school is accessible to all can be sought from the Physical Disabilities Support Service (PDSS). The school is committed to ensuring the school building is accessible to all and this can be seen in our Accessibility Plan here<a href="https://docs-cdn.schooljotter3.com/fe761ae4-6f58-4deb-a3b8-c373f5f2ebf6/ae9d5f3f-d102-48c8-909b-9e033e2765f9/ae9d5f3f-d102-48c8-909b-9e033e2765f9.pdf">https://docs-cdn.schooljotter3.com/fe761ae4-6f58-4deb-a3b8-c373f5f2ebf6/ae9d5f3f-d102-48c8-909b-9e033e2765f9/ae9d5f3f-d102-48c8-909b-9e033e2765f9.pdf</a> and the school’s SEND policy here <a href="https://docs-cdn.schooljotter3.com/fe761ae4-6f58-4deb-a3b8-c373f5f2ebf6/04ee124a-3a36-422b-8e6e-590d8873f994/04ee124a-3a36-422b-8e6e-590d8873f994.pdf">https://docs-cdn.schooljotter3.com/fe761ae4-6f58-4deb-a3b8-c373f5f2ebf6/04ee124a-3a36-422b-8e6e-590d8873f994/04ee124a-3a36-422b-8e6e-590d8873f994.pdf</a>.

Introduction Larkfields Junior School is an average sized Junior School serving the families of Nuthall, Kimberley and Watnall. There are currently 236 pupils on roll. Of these 236 pupils, approximately 17% are on the school’s SEND (Special Educational Needs and Disability) register. At Larkfields Junior School, we aim to have a fully inclusive ethos, supporting the needs of all learners and involving them in all aspects of school life. Our ‘Take Care’ charter, which is embedded in the curriculum and in all aspects of school life promotes the recognition, understanding and acceptance of differences and similarities of all children. Our aim is to ensure that our pupils take care of themselves and be the very best version of themselves. For children to be strong global citizens who are prepared for the 21st century.

How will my child/young person be included in activities outside the classroom, including school trips? Larkfields Junior School believes in equality for all and we endeavour to include all children in all aspects of school life, with reasonable adjustments being made where necessary. We offer a wide variety of afterschool activities, school visits and residential experiences. Prior to any school visit, a pre-visit is undertaken by staff and a risk assessment is carried out. If it is felt appropriate, an individual risk assessment will be completed.

How does the school evaluate the effectiveness of its provision for pupils with special educational needs? Through monitoring, observing and assessing a child’s needs, the SENDCo and staff work together to put in place appropriate support and provision to meet identified difficulties. For pupils highlighted as having special educational needs, an individual Inclusion and Equality Plan is completed. Pre-assessments are carried out before an intervention and post assessments carried out afterwards. Data is entered on a half termly basis into the school’s tracking system. Progress and the effectiveness of provision is monitored closely as part of an 'assess, plan, do, review cycle' by class teachers, the SENDCO and Senior Leadership team. Similarly, the impact of interventions on learning and support given is monitored on a regular basis.

How does the school seek to signpost organisations, services etc. who can provide additional support to parents/carers/young people? The SENDCo will give advice to parents and signpost to the Nottinghamshire’s SEND Local Offer. The Nottinghamshire County Council Local Offer is a comprehensive directory of local services, opportunities and access for children and young people with SEND and disabilities. This can be accessed at: Notts Help Yourself <a href="https://www.nottshelpyourself.org.uk/kb5/nottinghamshire/directory/home.page">https://www.nottshelpyourself.org.uk/kb5/nottinghamshire/directory/home.page</a> The school’s website also holds links and information for each of the SEN areas of need. These can be found at the bottom of the SEN page. Applying for an EHCP <a href="https://ehchub.nottinghamshire.gov.uk/about/">https://ehchub.nottinghamshire.gov.uk/about/</a> Parents/carers can gain advice and support from Ask Us <a href="https://askusnotts.org.uk/support/parents-and-carers">https://askusnotts.org.uk/support/parents-and-carers</a> or contact the Independent Parental Special Advice team IPSEA. Parents may be advised of other voluntary organisations who may be able to offer support.

Lisa Ringham-SENDCo My name is Mrs Lisa Ringham and I am the Special Educational Needs and Disability Co-ordinator. I work alongside the staff and children at Larkfields to ensure that children who have a special educational need or disability thrive in our school environment both academically and emotionally. If you would like to get in contact with me, please refer to the contact details at the end of this online book.

What do I do if I have a concern or complaint about the SEND provision made by the school/setting? The first point of contact for a parent to discuss general concerns should be the class teacher. If a parent still has concerns, then the SENDCo would be the next point of contact followed by the headteacher. If parents feel their concern is not resolved through this process, they should refer to our Complaints Procedure set out in the school policy which can be found on our school website.

What specialist services and expertise are available or accessed by the setting/school? The school has access to a number of services including: • Schools and Family Support Services (SFSS) Educational Psychology Service (EPS) • Physical Disability Support Service (PDSS) • Healthy Families Team • Small Steps • Family Services • Targeted support • Children's centres/Sure Start Centres • Supporting families • Speech and Language Therapy (SALT) • Primary Mental Health Team • Child and Adolescent Mental Health Services (CAMHS) • Broxtowe Area Partnership (BAP) • Multi Agency Support Hub (MASH) • Occupational Therapy Services • Physiotherapy Services • Social Care • Voluntary Organisations • Place2Be (a school counselling service) • The Tackling Emerging Threats team

Support from these services will be accessed if necessary and consent to share information will be gained from parents.

The Graduated Approach At Larkfields we follow the graduated approach to support and the model of ’Assess, Plan, Do, Review’. If a teacher is concerned about some aspect of a child’s progress, behaviour or well-being they will decide what action to take within their own classroom routine and environment through quality first teaching. At this point, the class teacher may ask for support or advise from the SENCo. If the child is having learning difficulties in one or more areas, the teacher will adapt resources or change the teaching method being used to suit that child. If a child continues to make insufficient progress despite the strategies the teacher has used in class, it may be decided that more intervention is needed, and the child’s academic progress will begin to be tracked using the SEN Continuums. The teacher and the SENCo will review progress together and decide on strategies which are additional to, or different from, those already being provided in the classroom to help the child to make progress. If there is still insufficient progress, then a decision will be made to seek specialist help from outside agencies. Examples of what is offered within the Graduated Approach can be seen in Appendix A. PLEASE NOTE: A REFERAL TO AN EXTERNAL AGENCY REGARDING A CHILD’S SPECIAL EDUCATIONAL NEEDS WOULD NEVER BE DONE WITHOUT DISCUSSION WITH AND THE PERMISSION OF PARENT/CARERS.

What support is available for improving the emotional, mental and social development of pupils with special educational needs? Pupils’ health and well-being is paramount. All staff have a responsibility for their pupils’ overall wellbeing. This is supported within the classroom through the BLP (Building Learning Power), through which children are taught the skills of reciprocity, resilience, reflectiveness and resourcefulness, and through RSHE (Relationships, Sex and Health Education) lessons where children are given the opportunity to discuss issues such as positive relationships, self-esteem and teamwork within the curriculum, as well as through assemblies and themed days/weeks. For some children, through consultation with parents, extra provision may be put in place. This may take the form of a nurture group, a managing emotions group, a friendship group, Speech Language and Communication therapy, Lego therapy, the support of an ELSA (Emotional Literacy Support Assistant) or the opportunity to talk to a fully trained counsellor through Place2Be and Time2Talk. There is a whole school approach to social, emotional and mental health and all children access daily mindfulness and a mental health curriculum for a full afternoon each week.

How does the school identify the needs of and assess children with SEND? Information about a child is gathered from several sources including from parents, teachers, health, care services, from feeder schools on entry and at the beginning of each year baseline assessments are completed. It is believed that a parent knows their child best and so therefore their involvement is always sought as a priority. Each child’s level of attainment is assessed using the whole school progress data and when necessary, using either PIVATs and/or the SEN Continuums to track the smaller steps of progress. The SEN Continuums are used to track progress in Reading, Writing, Maths and SEMH needs. On occasion, other assessments such as reading and spelling age analysis, Strengths and Difficulties questionnaires, The British Picture Vocabulary Scale and the Dyslexia Pathway (more information to be added on the Dyslexia Pathway to the school website during the academic year 22-23) may be carried out. Where possible and appropriate, the school gathers the views of the pupils.

Georgina Good Emotional Literacy Support (ELSA) and Enhanced Provision Support

Mrs Wadsworth Place2Be Lead

Mrs Sanderson Emotional Literacy Support (ELSA)

Mrs Wood Enhanced Provision Lead

Updated; July 2022 To be reviewed; July 2023

What kinds of special educational needs does the school make provision for? We are a mainstream school and provide SEND provision for children of junior school age (7-11), supporting pupils with a wide range of needs. In line with the SEN Code of Practice, we make provision for the following areas of needs: Cognition and Learning. This area of need refers to those children who learn at a slower pace than their peers, even with appropriate differentiation is put into place. It also encompasses dyslexia, dyscalculia and dyspraxia. Communication and Interaction Needs. This includes needs associated with: Autistic Spectrum Conditions, Speech &amp; Language delay, Communication difficulties. Social, Emotional, Mental Health (SEMH) Needs. This includes additional needs around behaviour, social support groups, emotional well-being. Sensory and Physical Needs. These are needs such as hearing impairment, physical needs, medical issues. Staff receive regular training as necessary both internally through staff meetings and externally through outside providers.

What is the school's approach to teaching pupils with special educational needs? At Larkfields Junior School we practise quality first teaching; work is differentiated to meet the needs of all pupils and the use of enabling resources in the classroom is encouraged. The curriculum is adapted when required and reasonable adjustments are made to ensure children with SEND can access the teaching and learning successfully. Within all classrooms there is a range of enabling resources to support learning. These include spelling charts, phonics charts, hundred squares, number lines (this is not an exhaustive list). Practical apparatus is used in all classes to support the teaching and learning in maths. Within our provision we follow the graduated approach and understand that some children may need over and above what can be provided in the classroom. It is with this in mind that we recognise that some children may need support through specific, small group intervention programmes or access to our school’s Enhanced Provision. Parents will be consulted when their child is to receive any additional support.

What is the SEN Register/Record of Need? The SEN register/record of Need is a record of pupils who are receiving support via the waves of intervention (detailed further below). It is updated on a termly basis and is a fluid document based on Pupil Progress Meetings held at the end of each term with teachers and regular (in/formal) conversations between parents and professionals are used to review whether students continue to require SEN Support. Pupils who have closed the gap and caught up with their peers would be taken off of the SEN Register/Record of Need. Pupils no longer requiring interventions and whose needs can be met through good teaching and normal provision in school would also be taken off.

What is an Inclusion and Equality Plan? All children on the SEN register/Record of Need have an Inclusion and Equality Plan. This is created in partnership between the Class Teacher, SENCo, Parents and Children. The plan details how they learn successfully, barriers to their learning, what they enjoy, how they build relationships and what types of things need to be accessible to them in their environment in order to be successful learners.

What is a Special Educational Need?

The Code of&nbsp;Practice&nbsp;(2015) states that, ‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person who has a learning difficulty or&nbsp;disability if they: (a) have significantly greater difficulty in learning than the majority of others of the same age; or (b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of&nbsp;hte&nbsp;same age in mainstream schools or mainstream post-16 institutions’.&nbsp;&nbsp;&nbsp;

What training have staff supporting children with special educational needs had and what is planned? Staff at Larkfields Junior School receive regular and ongoing training either in house, through staff meetings or INSET days, or from outside providers. Ongoing professional development is key to ensuring staff are kept up-to-date with relevant training and developments in teaching practice in relation to the needs of pupils with SEND. The school liaises directly with outside agencies and accesses training from the teams of professionals within the local authority e.g., from the Communication and Interaction team, the Tackling Emerging Threats to Children Team, Schools Behaviour and Attendance Partnership, as well as other professional bodies to support the emerging needs of the children. For further information on what staff training has been carried out and what is planned, please look here <a href="https://padlet.com/lringham1/qz1bqka90fnn825g">https://padlet.com/lringham1/qz1bqka90fnn825g</a>

How accessible is the school environment? Our school is all situated on one level. Our school is wheelchair accessible and we have disabled toilets. We provide interpreters/use of interpretation software for parents at parents’ evenings or information evenings wherever possible. Working environments are adapted as much as possible for children who require quiet areas/less distraction. We have an Enhanced provision. Residential/day trips have detailed risk assessments completed and we ensure all individual needs are catered for.