Summerfield Primary School Core Offer for Special Educational Needs

 

Summerfield Primary School has an inclusive ethos and works in partnership with families and other agencies to provide the best possible educational outcomes for all children. We have high expectations of all our children and put support in place at the earliest possible stage where needed. Summerfield Primary School is committed to early intervention and the Early Support principles (www.gov.uk/help-for-disabled-child/early-support-programme).

All SEN provision is overseen and managed by the Core Leadership Team in our school and is co- ordinated by the SENCo (Mrs. Janice Kidd). The CLMT monitor, review and evaluate all SEN provision on a regular basis throughout the year and report to the school Governing Body on how individual needs are met and how SEN funding is being spent. We train staff with specific skills to meet individual children’s needs and provide them with 1-1 support to access the curriculum and also to assist developing the children’s independence.

 

 

What is Special Needs?

 '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 has a learning difficulty or disability if they:

(a) have a 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 the same age in mainstream schools or mainstream post -16 institutions.

A child under compulsory school age has special educational needs if they fall within the definition (a) or (b) above or would do so if special educational provision was not made for them (Clause 20 Children and Families Bill)

What are the areas of Special Educational needs?

Communication and Interaction

Children with speech, language and communication needs (SLCN) have difficulty communicating with others and may also not understand and use social rules of communication. This often includes children with Autism Spectrum Disorder, including Aspergers.

Cognition and Learning:

Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe (SLD), where children are likely to need support in all areas of the curriculum. Specific Learning difficulties (SpLD), affect one or more specific aspect of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Social, Emotional and Mental Health difficulties:

Children may experience a wide range of social and emotional difficulties. These may include becoming withdrawn and isolated as well as displaying challenging, disruptive or disturbing behaviour. Other children may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment issues.

Sensory and/or Physical Needs:

These include vision impairment, hearing impairment or multi-sensory impairment which will require specialist support and/or equipment to access learning. Some children with a physical disability require ongoing support and equipment to access all the opportunities available to their peers. It also includes children with medical needs.

 

What is a disability?

The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.

A physical or mental impairment includes: learning difficulties including severe learning difficulties; medical conditions including epilepsy, diabetes, more severe forms of asthma and eczema; autism; speech, language and communication impairments.

If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities it may amount to a disability.

 

Frequently Asked Questions

Who can I talk to if I think my child may have Learning difficulties /Special Educational Needs?

 

Class Teacher: If you feel that your child may have SEND then you should ask to speak to your child's class Teacher in the first instance.

 

SENCo: Mrs Janice Kidd is our SENCo who works closely with class Teachers to put in place strategies and interventions to help remove your child's barriers to learning.

 

Learning Mentor: Mrs June King works with children who are having difficulties with relationships or need emotional support. She works with children to help them cope with change and challenging situations such as transition to secondary school or a family breakup.  She provides support at lunchtime every day at lunchtime club.

Pupil Support: Mrs. Pat Cook works one to one with some children to enable them to overcome their barriers to learning. She also runs small friendship groups to support those children who find it difficult to make and maintain friendships.

SEN Govenor: Pat Cook is our SEN Governor and Governor responsible for overseeing our policy, practice and provision for Children in the Care of the Local Authority.

 

What are the different types of support available for children with SEND in Summerfield?

Wave 1 Teaching

Quality First Teaching (QFT) forms the basis of provision for all children. Lessons are pitched appropriately to challenge all children to make the best progress possible from their individual starting points.

 

Wave 2 Provision

Children who require additional support have these needs met through a graduated framework of carefully planned interventions and support. The school uses its funding to ensure that children have access to additional small group and 1:1 support as required.

 

Wave 3 - External Support

It may be necessary to make a referral for targeted Cluster support such as TAMHS, Family Support, Complex Needs Team, Speech and Language Therapy; STARS team (Autism) or our Educational Psychology service.  At Summerfield Primary School we recognise the importance of early diagnosis and intervention and have close links with the Early Years Team who are able to support children and Parents in our Early Years. We have close links with the school nurse who is available to train staff when children have specific medical issues and also signpost links with many other support agencies.

 

What Policies support my child with SEND?

These policies have been written to further support your child within school. They are available to read on the website under policies.

Inclusion/SEND

Behaviour

Teaching and Learning

Safeguarding/Child protection

Health and Safety

Disability and Equalities Scheme

Accessibility Plan

Anti-Bullying

 

What training do staff at Summerfield  have to support pupils with SEND?

All our Staff receives quality training to ensure they meet the needs of SEND pupils. This might be delivered by the SENCo or by other agencies. Training supports Staff to develop their skills, knowledge, expertise and understanding in specific areas of SEND e.g. speech and language, autism or dyslexia. All our Staff have attended Webster Stratton Classroom Management Training to ensure consistent positive behaviour management strategies are used the same way throughout school. Support is sought from other agencies, where necessary, in order to maximise learning potential e.g. Speech and Language Service, Occupational Health Service, Childhood and Mental Health Service (CAMHS) and the Local Authority. We are part of the Traded Speech and Language offer and thus have regular support from a Speech and Language Therapist. They are able to assess and work with pupils with Speech and Language difficulties, train Staff and support Parents. We have a Staff member trained to lead on Early Help Plans and 4 members of Staff trained to deal with child protection issues. Staff working with specific children to best meet their needs have had the following training; speech and language, Picture Exchange Card (PECs), Intensive Interaction, Multi-Sensory, Makaton, Phonics, Every Child a Talker and Team Teach.  The staff have also had a wealth of training to ensure that intervention planning and support for children is as personalised as it can be.

 

What happens if my child still requires extra support?

Only a very small percentage of children require support of an additional nature to that provided by external agencies. In this case the SENCo, class Teacher, CLMT and Parents will discuss the possibility of asking the Local Authority to undertake an Education Health Care Plan of your child's needs.

In this instance we will begin by discussing the process and ask for your permission to proceed.

* We will collect information from all agencies involved

*Evaluate strategies and interventions that have been put in place

* Send all information to the Local Authority

*The Local Authority will then hold a panel meeting to discuss your child's needs and requirements.

 

Once the Local Authority receives a request to consider whether to make an EHC or not, a legal timescale begins. This process is bound by legislation and guidance within the SEND Code of Practice

Throughout this process your child's needs will continue to be met through the support that is already in place.

 

How does the school environment meet my child’s needs?

Our   Curriculum engages different learning styles, providing a platform for personalised learning and giving opportunities for learners to think for themselves, be independent and take responsibility.

We have disabled access to external doors and the school has ramps where they are needed. There are accessible toilets in all buildings and there is a Care Suite. Children who might need additional specific equipment and facilities will have their needs met to the best of our ability sometimes through an application of additional funding.

 

How will my child be included in activities outside the classroom?

At Summerfield Primary School we aim for our children to be fully included and to the best of our ability to be able to access all activities and trips enjoyed by their peers. Parents/Carers may be involved in the planning of activities to ensure safety and inclusion wherever possible. Most children with Complex Needs will attract additional funding and this will be used where possible to employ staff 1-1 to promote independence but also support with inclusion at all times.  Children with complex Special Educational Needs may require additional risk assessments to be completed before leaving the school site.

 

How will my child’s learning needs be assessed and their progress monitored?

All our children are treated as individuals and class Teachers, alongside Support Staff, plan an appropriately differentiated curriculum for children with additional needs to ensure high quality teaching and learning - using effective support and resources. The school has introduced B Square to assess those children who need an individual highly personalised curriculum to ensure that appropriate targets are set and progress is accurately monitored.

 

As part of the Assessment and Inclusion cycles pupils are set aspirational targets based on their starting points and staff knowledge of the child. Every nine weeks the SENCo and class Teacher will analyse the SEND data to evaluate the progress children with SEND are making. This will be reviewed and new targets set as part of the child’s support plan. You will be invited to Parent consultation evening twice a year. You can also request additional meetings with the class Teacher and or SENCo and other professionals. You will receive a written report once a year. If your child has a personalised plan you will be invited to discuss the progress made and the new targets that need to be set. These targets and outcomes will always be sent home. If your child receives additional funding due to their special educational need, a formal review will be held each term - one of which will be an Annual Review at which reports from all professionals involved with your child will be shared and discussed. Both you and your child will have an opportunity to make a similar contribution. All children will be given the opportunity to attend reviews or make a written contribution to the review. They are always included in the target setting process if it is appropriate.

 

How are the school’s resources/funding allocated and matched to children’s needs?

The school spends the money it receives to ensure everyone can succeed. Where necessary Teaching Assistants are deployed in school to support your child .This will usually be in a small group as most children do not need 1:1 support. If a child needs this support then the money is spent on staffing. The SENCo and CLMT will discuss what will best support your child. Parents are often involved in these discussions. Some money is spent on additional resources e.g. sloping desk tops, laptops and changing equipment.

 

The school is currently funded on a national formula per pupil. Schools are expected to find the first £6,000 from within the school’s budget to support children and young people with SEND who are on the School’s Inclusion register. The school can apply for a ‘top-up’, based on strict criteria, if it is felt that a child’s needs are above that which can be provided through the core budget. The school uses the funds to put appropriate support in place to meet the specific needs of a child.

 

What is a personal budget?

 Personal Budgets were introduced in September 2014 in accordance with the Children and Families Act 2014. They are designed to enable greater flexibility in the way families and settings provide support to young people and necessitate closer communication between both.

A personal budget entails the allocation of money or resources identified by the Local Authority to support a child such that the child receives the provision detailed in their EHC plan, to meet the outcomes described in the plan. A personal budget is the additional funding identified solely for that child in addition to the local targeted resources and the National Inclusion Budget.

 

Details of targeted services can be found in the local offer - http://leedslocaloffer.org.uk.

The school is committed to supporting parents whose child has a personal budget and we will work together to ensure the funding is used appropriately to best meet the needs of your child.

 

What support do we have for you as a parent of a child with SEND?

Parent’s/Carers are vital partners in their child’s journey throughout school so if you feel that there are issues that you would like to discuss you can arrange to meet the class Teacher before or after school by phoning the office or making an appointment  with the class Teacher directly.   We will be happy to discuss your child's progress and any concerns you may have. Teachers are happy to share successful strategies used in school which can be used by Parents at home. Mrs Kidd is also available to help answer any further questions you may have about your child's needs. At Summerfield we can offer you a range of support to help meet your child's needs both in school and at home. All information from outside agencies will be shared with you personally or through written reports. Mrs Kidd and class Teachers will share Support Plans with you on a termly basis and discuss the progress made towards individual targets. Sometimes many agencies are involved in supporting your child and to help manage and coordinate all these people an Early Help Plan may be set up so that you can meet regularly with all agencies involved. If you want more information about the Leeds Local Authority offer, please visit the authority web site at www.educationleeds.co.uk

 

What Partnerships do we work with to provide support for children with SEND?

As well as working closely with Parents, support is sought from other agencies where necessary in order to maximise learning potential. We regularly engage with, EPs, Attendance, Autistic Spectrum (STARS team), Early Years SEND, Speech and Language, School Nursing service, CAMHS, Parent Partnership, Children’s Social Care, Complex Needs Team, Behaviour Support and the school paediatrician.

 

The school works closely with the other local schools (Bramley Cluster and Children’s Centre).The Cluster has several family support workers, TAMHS Councillors, and a range of emotional health and well-being Therapists who can be accessed by the school as required. The school is part of the West Leeds AIP. This ensures that there is additional provision for pupils with high levels of complex needs and enables them to access alternative placements, for example at the ABC Centre located at Summerfield Primary School, and outreach work for example via the Pupil Development Centre based at Summerfield Primary School.

 

How will we support your child when leaving this school or moving to another class?

We recognise that transitions can be difficult for a child with SEND and we take steps to ensure that any transition is as smooth as possible.

If your child is moving to another school or moving into Year 7 in High School:

* We will contact the school SENCo and/or Learning Mentor and ensure they know about any special arrangements or support that needs to be made for your child prior to their arrival

*We will make sure that all records about your child are passed on quickly to the receiving school

*Wherever possible we arrange additional transition visits for children with SEND

*Wherever possible we will arrange further Parents information visits

When moving classes in school:

*Transition meetings are held between current and receiving classes to share all information related to individual children and set new targets for the coming term

*Children will have opportunities to spend 'Transition' days with their new class Teacher in their new class during the last half term in summer. They will be given the opportunity to make a special transition booklet which will include key features of his/her new class. Your child will then be able to bring his/her booklet home for the summer break to enable you to prepare your child for the transition to his/her new class in September

 

What support will there be for my child’s overall well -being?

At Summerfield Primary School we pride ourselves on having a caring and supportive ethos and all staff make sure that the children have the highest levels of pastoral care as possible. All support put in place is based around identified needs. This support may include sessions with our Learning Mentor or Pupil Support Worker who plan programme of work to meet the emotional and social needs of the children. Support can also be accessed through the multi-agency meeting or EHP. EHP (Early Help Plan) is a form of support through multi-agency meetings. Mrs. June King is our Early Help Plan lead professional. Several support staff are trained to deliver a wide selection of intervention programmes including speech therapy, individual learning programmes and physiotherapy exercises. All our staff are trained in Child Protection procedures and we also have four members of staff designated to ensure the Safeguarding of all children.

 

How are parents involved in the school and how can I be involved?

The Governing Body has the correct amount of Parent Governors to act as a link between the school and all Parents. Parents are kept informed about teaching and other events through regular newsletters, text messages and open days. Parents are invited into the school for regular information sessions, open days, celebration assemblies and various performances and concerts throughout the year. We also encourage and welcome Parent volunteers in to school.

 

Who can I contact for further information?

1.      I am considering applying for a school place – please contact the school office where Mrs. Sue Vickers and Mrs. Amanda Knowles will offer help and support.

2.      I wish to discuss a concern about my child – please contact their class Teacher in the first instance.

3.      I want information about other support services – please contact the Learning Mentor (June King) and/or the SENCo ( Janice Kidd)

4.      I want information about the Local Authority’s Local offer – please contact the Learning Mentor (June King) and/or the SENCo (Janice Kidd)

 

This document can be provided in hard copy. Please ask at the school office.

Thank you.

 

 

Janice Kidd Nov 2016