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How do we meet the needs of children with special education needs?

Information as a document

SEND Information: Provision for children with Special Educational Needs and / or Disability (SEND)

-Part of the Local Authority's (LA) Core Offer

 

Information on  the local offer from Bristol Local Authority on the provision they make for children and young people can be viewed at http://www.findabilitybristol.org.uk/

 

How do teaching staff at St Mary Redcliffe Primary know if my child needs extra help and what should I do if I think my child has special educational needs?

 

We are committed to the early identification of special educational needs.  Teachers assess pupils regularly and collect a range of evidence following rigorous whole school assessment and monitoring procedures. If this suggests that your child is not making expected progress and teachers have concerns they will speak to you. This could include concerns about progress in areas other than academic achievement such as pupil’s social and emotional development. Plans will be drawn up with targeted actions which are reviewed after a set period of time.

 

If you have concerns speak  to your child’s class teacher or contact the school’s Special Educational Needs and Disability Co-ordinator (SENDCO) via the school office. We will listen to concerns from Parents, Carers children and staff and take all these into consideration.  If after a discussion or meeting it is felt further action is needed, the SENDCo can help to make referrals, for example to a Speech and Language Therapist, or find out where you can get more advice.

 

How will provision at SMRP support my child?

 

We operate a graduated response to meet children’s needs.  Our class teachers plan high quality teaching to which is targeted to meet the needs of all children in the class. This is known as Quality First Teaching. In addition, we provide a range of opportunities for children to learn in small, structured groups for specific interventions with the aim of improving skills in a particular area, such as reading comprehension or fine motor skills.  These interventions are available to identified children, including those with SEND and are led by Teachers or LSAs trained in that intervention. You will be notified if your child is chosen to receive an intervention. These include; Talking Partners, Rapid Reading, Rapid Writing, Better Reading Partners, Nessy learning, Rapid Phonics and  Numicon Maths.   The teacher or SENDCo will assess your child at the start and end of the intervention so progress can be measured more closely e.g a standardized spelling assessment or numeracy assessment. Interventions usually run for a set period of time, this may be one or two terms, sometimes longer. 

 

 If your child is identified as needing some additional support this will be planned and reviewed termly and would be included on the school's ‘ provision map’. This details all provision that is additional or different to the majority of the peer group, and makes clear how often the support will happen and for how long. The teacher will work with the SENDCO to plan this provision.

 

More personalized learning may be needed for some children including some children with SEND. Teaching and learning may be adapted within class; this may mean work is differentiated for your child, specific  strategies are used to help your child or some extra adult support from the teacher or teaching assistant is planned either 1:1 or in a group . More targeted support may include 1:1 tuition with one of our Intervention Teachers.

 

If your child continues to experience difficulties then the school will seek advice from a specialist outside agency, such as the Educational Psychologist or Speech Therapist 

If your child has more complex or long-term needs a request may be made for an assessment for an Education, Health, Care Plan (these have now replaced Statements of Special Educational Needs)

 

How will teaching staff know how well my child is doing?

 

The class teacher assesses how well your child is doing in lessons, through asking questions and supporting your child’s learning.  The class teacher will give feedback to your child on their next steps in learning, through marking and through talking to them, perhaps in a group or on an academic mentoring day.  The class teacher assesses your child’s progress against the National Currriculum and uses this information to help plan the learning for your child.  Other staff who may work with your child, such as our Learning Support Assistants or Intervention teachers, work closely with the class teacher so that we share key information about your child to support their learning.

 

Teachers, Year Group Teams, senior leadership team and the Headteacher analyse assessment information each term to see how well each child is progressing in reading, writing and maths or the prime areas of learning in Early Years.

 

How will the curriculum be matched to my child’s needs ?

 

At SMR we work hard to be inclusive and to ensure we make good provision for all our pupils. Once a child’s needs are identified, teachers differentiate the curriculum to ensure all children can access it and join in with all aspects of learning. At SMR we work closely with external agencies and follow their advice on how best to support pupils. This may mean for example making some adaptations to the physical environment for a pupil with physical needs, or using technology to support a child with a visual impairment. We also provide a Life Skills program for identified children.  We also provide a Life Skills program for identified children.

 

How will the school help me to support my child’s learning?

 

We work in partnership with parents / carers and it is important for us to share information with you and help you to support your child’s learning.  We keep you informed through regular opportunities:

 

  • At the end of the day the teachers will be on the playground (Y1-6) or in the class room (EYFS) and are available for a short chat.
  • Appointments can be made if you would like a longer conversation, by asking the teacher, telephoning or emailing the school office, at any point in the school year.
  • Children in EYFS and Y123 have a Reading Record Book
  • Some children have a home-school communication book
  • Twice a year we hold Learning Conferences between the Parent / Carer, teacher and child.
  • An annual written report is sent home in July with detailed information about your child’s progress

 

If your child has special educational needs and / or a disability there will also be additional meetings / reviews to discuss their progress.  We will work with any involved professionals and implement their advice.

 

If your child has a statement of SEN or an Education, Health and Care Plan we will hold an annual review meeting.

 

How are Parents involved in the education setting ?

 

At SMR, we welcome and encourage parents and carers to  get involved in the life of the school in whatever ways possible. We have a friendly  and very active Friends group who work extremely hard to raise funds to provide valuable extras for our pupils such as funding some school trips, and  a huge project to improve the playground . We value parents/carers and other family members sharing their skills and giving what time they can to enhance our children’s experience. This could include volunteering to hear children read regularly, help on school trips, maintain the gardens, make food for our Eid party or International week celebrations or help  with art projects. Our weekly school newsletter aims to keep you informed and give you notice of upcoming events, for example parents are invited in to our regular Curriculum afternoons to share in your child’s learning. Our website has lots of information about the school and class pages show what the children have been learning.  We hold information evenings (e.g.Reading/Writing/Maths )  and organise workshops for parents/carers, which last year included Computing and English

 

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

 

At SMR we value each child as an individual and aim to provide for all their needs in school to ensure their social and emotional well-being as well as giving them positive learning experiences. Teachers and Learning Support staff are skilled in supporting children and will listen to children to ensure they are heard .Through our Personal Social Health Education  curriculum the children are encouraged to explore themes such as friendships and expressing emotions.   The school prioritises pupil well-being and has established a structured system of support. We have a Pastoral Support Team (Head, Deputy Head, Family Link Worker, SENDCO and School Counsellor ) who meet to discuss and plan for pupils’ social, emotional and mental health needs. Some pupils may be assigned a Key worker to support them.  Our Family Link Worker supports children and their families. 

 

We also have a Medical Support Team to oversee the needs of pupils in school with medical conditions. We work closely with Health professionals, the school nurse, and specialist nurses.  Many of our staff are qualified in first aid / paediatric first aid.  We have a dedicated First Aid and Medical assistant who looks after children’s medical needs and care plans.  Some staff have specialist training to meet children’s specific medical needs, e.g. diabetes.

 

We work in partnership with the Bridge Foundation and have two of their Play therapist / Counsellors working in school.  The Pastoral Support Team manages this provision.

All staff are trained and skilled in monitoring children’s well-being and safety.  All staff follow the school’s children protection procedures.

 

What specialist services and expertise are available ?

 

When appropriate, and with Parent/Carer consent, school can make referrals to the following external services:

 

  • Speech and Language Therapy
  • The School Nurse
  • Learning Support Service
  • Behaviour Support Service
  • Occupational Therapy
  • Hearing Impairment Service
  • Visual Impairment Service
  • Autistic Spectrum Disorder (ASD) Outreach Team
  • Educational Psychology Service

 

In addition, the school has enhanced our provision by employing professionals from external agencies to work in school regularly. We have a school counselor who works 1.5 days and employ a Speech and Language Therapist for half a day each week.  

 

What training are the staff supporting children with SEND had or are having?

 

At SMR we recognize the value of providing high quality professional development for all staff. We are fortunate to have a highly skilled and experienced staff team. Most of our support staff have had training from outside providers in the following: Phonics, Better Reading Partner training, Coaching, Playleader training, Attachment and  First Aid and Administration of medicines. Some staff have had specific training on ASD, Numeracy, Dyslexia and training on Hearing and Visual impairments and positive handling.  Teachers and learning support assistants have received further training on ASD.

 

In addition, teachers and teachers have regular professional development meetings and training sessions in school.  Any Learning Support Assistant supporting a child with SEND will receive appropriate training either from the external specialist, such as Speech Therapist or  from the SENDCo.

 

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

 

We aim to ensure that all children can access and participate in all aspects of school life.  If your child has complex needs or physical or sensory needs that will require extra support the school will work closely with families to make a plan for any school visit or residential camp/trip. We also work with health professional such as physiotherapist and occupational therapist who can guide and advise us on making sure we provide appropriate support. Where there are concerns a personalised risk assessment is carried out. Some children with statements/EHCP may also have a PEEP (Personal Emergency Evacuation Plan) to ensure they can exit the building safely in the event of a fire/emergency.

 

How accessible is the education setting?

 

Our school is set on a steep slope in a park, with four buildings and three external staircases.  We love our school but know it presents many physical challenges.  We work hard to overcome or alleviate any difficulties these present to our pupils. We work closely with Parents/Carers, pupils and external agencies and the Local Authority to make necessary modifications so that necessary adaptations for new children with SEND are put in place.

 

For Parents/Carers of pupils whose first language is not English we will provide an interpreter at meetings if required and staff put appropriate strategies in place to ensure families are kept informed.

 

Recent adaptations include: additional handrails, yellow markings, acoustic tiles, repaved slope, specialist seating, blinds, additional computing resources.

 

Specialist training is provided to meet the needs of identified children.

 

We are very excited to have just opened our sensory room.

 

How will the school prepare and support my child to join the setting and how  will she/he be  supported for the next stage of her/his education ?   

 

The school has strong links with the local pre-school settings. When we are told of a child who has SEND we ask to attend meetings and make a transition plan to support that child and family with additional visits if desired. All pupils starting Reception are offered the chance of a home visit from staff as well as opportunities to come and visit the school. We always aim to be flexible and responsive to individual needs so we can tailor a plan accordingly.

 

As children move through the school, any pupils with SEND who need support with transition to the next class are identified towards the end of the academic year and a plan drawn up. This may mean a teaching assistant takes the child for extra visits to the new class and teacher or uses a photo book which can be sent home.

 

We work very closely with secondary schools to support pupils with SEND and any vulnerable children to draw up plans to support them.

 

How are resources allocated?   

 

We meet the needs of all children through our school budget.  Through our termly meetings we think about how we could allocate resources and plan provision.

 

For children with more complex and long-term needs the school can apply for ‘Top-up funding from the Local authority. These pupils will usually be supported by one or more external agencies who advise and train staff in school. If professionals and Parent/Carers agree that a child has a high level of need, then the school may follow the application process for additional funding.

 

How is the decision made about what type and how much support my child will receive?

 

These decisions are made by the school leadership team in consultation with class teachers, parents/carers and  relevant professionals. The level and type of support will be reviewed regularly. The class teacher will inform parents/carers of changes to the level of support. Where a child has complex, long-term needs requiring the support of an Education health and Care plan, decisions about the level and type of support are discussed in detail by a multi-agency team.

 

Who can I contact at school if I would like further information?

 

Please contact the school if you need further information or help . You may prefer to speak to your child’s class teacher first as they know you and your child best. You can also make an appointment through the school office on 0117 3534760  to speak to any of the following;

 

  • Emma Payne, Head Teacher
  • Liz Radnor, SENDCO
  • Chris Williams, Family Link Worker

 

The SEN Governor is Angela Hogg

 

Supportive Parents is an organization which aims to support parents /carers of children with SEND, Tel : 0117 9897725

 

 

 

 

 

 

 

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