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SEND

Miss Pearce is our SENDCo.

Please refer any questions to her via the school office.

10-minute SEN appointments are available every Wednesday afternoon at 3.05 pm; please book the next available slot through the school office.

Special Educational Needs & Disabilities (SEND)

Information Report

 

INTRODUCTION

Every school is expected to publish an information report on all services relating to young people with SEND.  Our school’s information report can be found below and follows a question and answer format for ease of access. Our policy for Special Educational Needs can be found above.

1: GENERAL INFORMATION ABOUT THE SCHOOL

 

 How many children are in the school and in each year group?

There are currently 77 pupils on roll in total. On average, there are 14 pupils in each year group. There are three classes in the school: Reception/Year 1/ Year 2, Year 3/Year 4 and Year 5/ Year 6.
 

What percentage of the school has SEND needs?

 At present, 18% of the school has SEND.

2: SEND IDENTIFICATION AND PROVISION

 

How does the school know if my child needs extra help and what should I do if I think my child might have SEND? 

We are committed to early identification of special educational needs to ensure your child remains included in all areas of the curriculum. We use a graduated response to meeting their needs in line with the 2014 SEND code of practice which outlines four areas of special educational need that include a range of difficulties and conditions

  • Communications and interaction.

  • Cognition and learning

  • Social, emotional and mental health.

  • Sensory and/or physical.


 

A range of evidence is collected through regular and ongoing progress checks, the school quickly identifies those children who may not be making the expected progress, including in the areas of academic, social and physical skills.  If this suggests that your child is not making the expected progress, the class teacher will consult with both you and the school SENDCo (Special Educational Needs Coordinator) in order to decide whether an additional or different provision is necessary. Children who are having intervention are monitored by our SENDCo through discussions with Teachers and Staff, Assessment Monitoring and Class Provision Maps. The school uses a plan, do review cycle for all interventions at every level of additional support/ intervention and strategy to carefully monitor what support works best for the individual child and what may need adjusting to promote good progress. 

This additional monitoring by the SENDCo continues after the interventions are no longer needed to ensure further intervention can take place (if needed) as soon as possible. In addition to the usual assessment, there are specialist assessment tools which we use to explore the reasons for any difficulties. There is no need for pupils to be registered or identified as having special educational needs unless the school is taking an additional or different action. Needs may have been identified in another setting and this information is passed on during transition meetings.


If you have a concern about your child’s progress or believe they have a special educational need, this should be first discussed with the class teacher. If you still have concerns you can arrange a 10-minute appointment with the SENDCo on a Wednesday afternoon. Additional assessment or support can then be discussed with the SENDCo. We will always work with you to ensure that your child is not disadvantaged in any way by their SEN if it is at all possible.

What training do members of staff receive on supporting children with SEND? How is this evaluated/updated?

The School has an experienced SENCo. Teachers and Teaching Assistants have training in school and attend courses run by outside agencies. Class teachers and Our Sendco regularly have cluster meetings as well as Inset events with The Pickwick learning alliance. 

During 2018-2020 Various staff within the school received training in the following: 

  • Blast 1 (Speech and Language)

  • Blast 2 (speech and language) 

  • Teaching students who have suffered complex Trauma

  •  Creating an Inclusive Classroom: Approaches to supporting learners with SEND in computing.

  • Working together for children: Stirling

  • Looking globally the future of education

  •  Dyslexia Awareness: In partnership with Made By Dyslexia

  • Dyslexia Awareness Part 2, in partnership with Made By Dyslexia

  • Literacy Tools for Inclusive Classrooms

  • SEND Code of Practice 2015 

  • The Big Transitions for Autistic and SEND pupils after lockdown 

  • Preparing Autistic & SEND Children for going back to school

  • Understanding ADHD: Current Research and Practice

  • Diabetes training (Small group training by the NHS)

  • Epilepsy Awareness

 

We also have a trained ELSA who is supported by the Educational Psychology department and receives regular supervision training. 

 

Our SENDCo is currently completing the National Award for SENDCo’s

What specialist services and expertise are available to my child?

  • Medical needs – the school can make referrals to the Community Paediatrician and the school's Nurse.

  • Specialist Advisory Teacher – Physical & Medical

  • Occupational Therapists and Physiotherapists may visit by arrangement with the school. 

  • Sensory – The school can make referrals to the sensory impairment team

  • Speech Therapy  – The school can make referrals & implement programmes designed by the  Speech and Language service

  • The school has access to an Educational Psychologist

  • The SSENS Cognition and Learning Team: support for children with literacy, numeracy and learning difficulties, generally, as well as those with identified Specific Learning Difficulties such as dyslexia and dyscalculia.

  • Behavioural support team

  • The SSENS Communication and Interaction Team:

support for children  with language and/or social communication needs such as difficulty interacting with others, or understanding classroom language and routine,  high anxiety levels and difficulty managing their emotions and behaviours

  • CAMHS – referrals can be made

 

The local offer has details of local services, events and information for children and young people aged 0 - 25 years who have special educational needs or disabilities (SEND).

 

How will the setting support my child to achieve their potential?

 

In collaboration with parents and pupils, the school sets targets to help pupils to achieve their potential. The school may support your child in a variety of ways depending on their individual needs. 


The first way is within the class, where learning tasks will be matched to your child’s needs and will be overseen by the class teacher. An additional provision may be through targeted small group work that takes place out of the classroom. The school uses a wide range of strategies and specialist support programmes to enable your child to make progress. A further level of provision may involve your child working individually with a member of staff to meet specific targets. These targets may be set out in an IEP (Individual Education Plan), IBP (Individual Behaviour Programme), MSP (My Support Plan), EHCP (Educational healthcare plan) or be recorded on the school’s Provision Map. These detail support that is additional to or different from that provided as part of the School’s usual differentiated curriculum These strategies and support programmes are reviewed and revised on a regular basis and pupils’ progress is closely monitored. Your child’s targets will be set by the class teacher in collaboration with the SENDCo.

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

 

Our school strives to provide an engaging and exciting curriculum for all children. Your child’s class teacher will plan for a variety of needs in the classroom by providing appropriate tasks and achievable outcomes to consolidate and extend children’s learning.
To ensure that every child with additional needs receives the correct amount and type of support, the following graduated approach is in place:

 

Early Intervention (EI)

 

At this stage, the teacher has identified a low-level need in a specific area (e.g. English). Sometimes we would describe children at this stage as needing a ”boost”, which may be as simple as being heard read more in school and at home. The child will receive support and monitoring within normal classroom activities and will not need individual targets. Alternatively, the child might be invited to receive 1:1/ small group support from a Teacher or TA during the school day. Children at the EI stage are supported in class groups by the Teacher or LSA, and sometimes by parent helpers. If the child is not progressing after an initial ‘boost’ The SENDCo will monitor intervention in place and assessment data to help support to effectively bring the child back ‘on track’

 

"How will I know?" 

 

Your child’s teacher may ask you to come in at an early stage to discuss your child’s progress.  However, it is more likely they will discuss this with you during the usual course of parent meetings.  The teacher will probably not even mention “Early Intervention”, as it is more useful for you to be aware of your child’s needs. The teacher will tell you what is being done in school and is likely to offer suggestions as to how you can help at home.

 

SPECIAL NEEDS SUPPORT (SEN SUPPORT)

Children who are experiencing significant and on-going difficulties with one or more areas of their education, (despite the “boosting” support given at the EI stage), will move onto further levels of support. The Wiltshire Graduated Response will be used to guide staff into next steps for your child.

Your child may have an Individual Education Plan (IEP) drawn up for them by their teacher and TA. This is an ‘in house’ plan which will give a clear view of all support given across school life and consist of two or three small targets to work towards. Your child will receive support in the form of a small focused group, one to one (when available), as well as many other opportunities to work on their area of need.

 

“How will I know?”

 

If your child requires an Individual Education Plan (IEP), the teacher will ask you to come and share it as soon as it has been written. You will be invited to come and discuss your child’s IEP and progress each long term.

If outside specialist support is needed to support your child an MSP (My Support Plan) may be put in place. This format is used across Wiltshire. Your child will be involved as much as possible in the writing of the MSP so it is in a ‘child-friendly format’. The MSP will be drafted by the class teacher and overseen by the SENDCo. After this initial draft, you will be invited in to add further information to the Plan and your opinions at this time are most welcome and written into the plan. A copy of this will be given to you to refer to at home. With Permission, a copy of the MSP is sent to Wilshire SEND team. 

Some children's needs may be specifically surrounding behaviour and in these instances, an IBP (Individual Behaviour Plan) may be put in place with small targets to work on however based specifically around behavioural needs. 

All children at this level of support also have a Pupil Passport. This is a child-centred one-page Profile written (as much as possible) from the child’s voice within the school environment. This gives all staff who work with your child an overview of your child’s needs at a glance. 

 

FORMAL STATUTORY ASSESSMENT (EDUCATION AND HEALTH CARE PLAN)

In a few circumstances, a child’s needs may be severe and on-going and they may require the assistance and guidance of the Local Authority to assess their needs more formally.  Parental involvement at this stage is very important and full guidance will be given from the SENDCo at every stage of this procedure.

How are the school's resources allocated and matched to children’s SEND?

Every child’s needs are carefully assessed and decisions are then made based on the ability of the child to access the curriculum and make progress. The school SENDCO will work closely with you and all staff to discuss relevant interventions, adult support and advice from specialist services to make the best use of available resources. We regularly assess the impact of any additional support and resources and report children’s progress to parents.

What support will there be for my child’s overall wellbeing?

Ofsted has identified the school as having a particularly caring ethos with outstanding behaviour. As a small school, all pupils are known to all staff, including our Midday Supervisors. We are committed to sharing information amongst staff about pupils who have been identified as needing additional support. For children who need additional support for their well-being, we have a TA who has been trained as an ELSA (Emotional Learning Support Assistant). Their role is to support children in school through small group sessions or individually depending on the need of the child. Children are supported during playtimes with organised games and equipment. Our ELSA is also present during lunchtimes to offer extra help for those children who need it.  For children who may need further support and with the full consultation and support of the parents we would refer a child to the CAMHS (The provision of Specialist Child and Adolescent Mental Health Services which is part of the NHS Foundation Trust).

3: COMMUNICATION WITH PARENTS

 

How will I know how my child/young person is doing?  How will you help me to support my child’s learning?

There are two formal parent consultations during the year, an annual report and opportunities to discuss it. 

During parents consultations, those children with an IEP or MSP will be given a 20 minute Session to support the reviewing of targets and updates to the Plan.  

These children are also able to have an additional meeting during the summer long term to put in place targets which will transition with them into September. 

 

Children with the statutory ‘Education, Health Care Plan’ have an annual review additionally to these meetings in which progress on individual targets are reviewed and an updated plan is put in place.


The SENDCo is available weekly by appointment for meetings on a Wednesday afternoon. Where necessary the SENDCo and class teacher may request additional meetings such as when setting up a plan (IEP or MSP). Where possible we try to coordinate the update of these plans around Parent consultations and the Annual school report.

What support is there for parents/carers?

The teachers are always available for discussions and to offer support after school and by appointment. The SENDCo runs information sessions for parents and has a dedicated session each week during which parents can come and see her. There is a dedicated SEN Governor who can be contacted via the school office; in addition, the school can put parents in touch with specific groups that support SEN.

 

Who can I contact for further information and how?

You can contact the SENDCo or Headteacher at the school on 01722 712322 or email the school office admin@pitton.wilts.sch.uk 

 

What can I do if I am unhappy with the school’s provision for my child with SEND?

 In the first instance, arrange a meeting with the class teacher. If you feel your concern has not been addressed please make an appointment with the SENDCo. If you still feel that your concerns have not been fully addressed, please make an appointment with the Headteacher. If you still feel that your specific issues are not being addressed by the school, you can contact the SEN Governor and/or the Chair of Governors through the school office.

4: ACCESSIBILITY AND INCLUSION

 

How accessible is the setting environment?

The school has full disabled access, including disabled toileting facilities. The school could be adapted to accommodate specific needs.
 

Can my child school lunch requirements be accommodated if they have a special diet?

Our caterers HC3S provide a meat and vegetarian option each day and are able, with advanced notice, to adapt these for special diets.

 

How will my child be included in activities outside of the classroom including educational visits?

We are an inclusive school and ensure that pupils are able to participate fully in school life. We liaise with parents when arranging educational visits (including residential) to ensure that the correct level of supervision and provision is in place. All parents are welcome to accompany their child on activities outside of the classroom.

 

What social / out of school opportunities are there?

We have a number of before and after school clubs, including sport, drama and music.  A popular activity is the weekly Golden Time, in which children from different year groups mix freely while participating in a wide range of activities run by the teachers and support staff. There are special events including themed days and social activities (such as discos) run by FOPs (Friends of Pitton School). 

 

How will you support my child’s social development?

Children’s social development is developed through their curriculum activities and playtimes. For those pupils who need additional support, the school has members of staff who are trained in running Social Skills groups. Outside agencies may also be involved. 


Our ELSA Trained TA sees children on a weekly/ fortnightly basis in small groups and 1:1 where necessary. She also runs a weekly ASD group to provide ongoing provision to those who need additional support to manage social needs, changes in routine and emotional support. The school ELSA offers Golden time activities for those children who feel they need follow uptime with the ELSA once their sessions have been completed as well as the awareness that they can ask her for a catch up when they need. At the end of the ELSA, provision cycle activities will be sent home as a follow up to the provision. Having completed the ELSA Sessions the child will be reassessed a term after the provision ends and during this time the ELSA may carry out drop-in sessions where necessary.

5: TRANSITION

                                         

What transition arrangements are in place between Key Stages and moving from Pre-School/Nursery to Primary School?

As a small school, we can be very flexible about the amount of time your child may need to make a transition to a new class. We arrange for them to spend time in their new classroom prior to moving and teachers liaise closely with each other to ensure a smooth transfer between classes.

The SENDCo/Class Teacher meets with Pre-Schools prior to children moving school and have as many familiarisation days as appropriate.

 

How well does the school prepare and support my child to move on to secondary school?

Once you know which secondary school your child will be attending, the SENCo contacts the SENCo of that secondary school and initiates a transition process. This can include your child being visited in school by staff from their new setting and additional visits to the school, accompanied by a member of our school staff.

Where necessary we use tailored transition activities allowing children to take ownership of the change ahead and feel excited about their next step.  Secondary schools are usually very amenable to additional visits to ensure that your child feels happy about their change to a new school. Secondary school provision can be either mainstream or specialist according to your child’s needs.

Interventions summary 2020-2021

 

The table below indicates the number of our pupils receiving interventions. 18% of our pupils are reported as having SEN

 

Year Group

EHCP in place

SEN support

Early Intervention

SEN Areas of Need

R

0

2

0

SLC, BSE

1

1

0

2

SLC,

2

0

2

3

CL,M

3

0

3

3

CL,BSE

4

0

1

2

CL

5

0

4

2

BSE, CL

6

0

1

2

BSE, CL

 

BSE         Behaviour, Social & Emotional

CL           Cognition and Learning

M             Medical

SLC         Speech, Language and Communication

 

Pupils with an Education, Health and Care Plan (EHCP) in place receive interventions on a daily basis and are supported 1:1 or in small group

 

Pupils on SEN Support receive interventions on a daily basis with teacher/TA support and IT-based programmes, to address particular areas of need.

 

Pupils receiving Early Intervention are currently receiving or have received interventions in the last 12 months to support learning gaps in specific areas.

 

3.8% of the school are EAL. These pupils are monitored as to academic progress to the same degree as those identified as being reieving Early Intervention. These pupils are not recorded in the SEN data above.

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