Special Educational Needs Information Report
Southover Primary School
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The Children and Families Act 2014 says that all maintained schools must publish a Special Educational Needs (SEN) Information Report every year. This report explains how our school meets the needs of children with SEN. It will be shown on our school website and in the ‘local offer’ on www.eastsussex.gov.uk
In the report, we explain how we meet our duties towards pupils with special educational needs and disabilities. This report is also our SEND policy. For more information on the law and guidance, see www.eastsussex.gov.uk/localoffer
We will review this report every year and will involve pupils and parents by inviting comments and through IEP, Additional Needs Plan and Annual Reviews. If you want to give us your views about the report, please contact the school office.
Date: September 2020 |
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If you are thinking of applying for a place, contact the school office on 01273 473015
If your child is already at the school, your first point of contact at school is your child’s class teacher. The school phone number is 01273 473015
The Inclusion Manager is responsible for managing and co-ordinating the support for children with special educational needs, including those who have a Statement or Education Health and Care (EHC) plans. The Inclusion Manager also provides professional guidance to school staff and works closely with parents and other services that provide for children in the school.
Assistant Head & Inclusion Manager – Mrs Zoe Short
How to Contact: 01273 473015
Best time to contact: Tuesday – Friday during school hours.
Southover School website: www.southoverceprimary.co.uk
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We are a Primary School. We admit pupils from age 4 to 11 years. We are a voluntary controlled school.
We are an inclusive school. This means we provide for children with all types of special educational needs. If you want a place for a child who has an Education Health and Care plan, contact your Assessment and Planning Officer at East Sussex County Council. If you want a place for any other child with special educational needs, you should apply as normal and your application will be considered in the same way as applications from children without special educational needs.
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Southover School is committed to ensuring all children make the best progress they possibly can. As a whole school, we aim to support children’s needs, whether speech/language/communication, cognition, social/emotional, sensory or physical through a diverse curriculum and range of support programmes. Both teaching and support staff are committed to supporting children and have a wide and varied knowledge of needs, and an in-depth skill set which ensures our children reach their potential. This combined ensures we meet our duties under the Children and Families Act 2014, and the Equalities Act 2010.
Using a continual process of Assess, Plan, Do and Review we are able to ensure the children in our school are continually monitored and reach their potential in all areas of the curriculum, including, social, emotional and mental health wellbeing.
We use the East Sussex Local offer as a basis for delivering our SEND support. See link below for information.
If the child is looked after by the local authority they will have an Additional Needs Plan, which will include a Personal Education Plan (PEP) and a Health plan. We will involve parents and carers as well as foster carers or social workers in discussions.
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We aim to identify children’s special educational needs (SEN) as early as possible, so that the child achieves the best possible outcomes A pupil has SEN where their learning difficulty or disability calls for special educational provision. That is provision which is different from or additional to that normally available to pupils of the same age. Children may have one or more broad area of special educational need:
These are some of the ways in which Southover identifies children with SEN:
Following a concern being raised by the class teacher, parent or Inclusion Manager, an initial meeting is set up to discuss the concerns. From this, appropriate intervention or further assessment will be carried out, depending on the outcomes of the initial meeting. Every child is an individual and as such their support plan is individual.
Through the use of Thrive Online assessment tools, we can quickly identify support required for children displaying behaviours which may be detrimental to their learning, including being withdrawn or aggressive or disruptive behaviours. By looking at the behaviours we can usually identify the child’s underlying needs and difficulties, ensuring we put in place a support plan which targets not just the behaviours but the reasons why.
We assess each pupil’s skills and level of attainment when they start at the school. We continually assess each child’s progress. If a child is making less than the progress we would expect for their age or individual circumstances, we will consider whether they have special educational needs. The Inclusion Manager will work with the class teacher and parents in identifying support which may be appropriate, putting in place this support with immediate effect, even when the information and evidence is still being gathered.
A range of assessments may be carried out by the class teacher, Inclusion Manager or teaching assistant to quickly identify what support, including dyslexia screening assessments, Thrive assessments, reading, writing, maths, spelling and phonics assessments, speech and language assessments and continuum of need assessments. In addition to this we ask the child for their views about their learning using pupil voice or pupil views questionnaires. All teachers and teaching assistants are familiar with these assessments.
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The following questions may support you in understanding how Southover support children with SEND:
How will school staff support my child?
How will both you and I know how my child is doing and how will you help me to support my child’s learning?
What specialist services and expertise are available at, or accessed by, the school?
How is the decision made about what type and how much support my child will receive?
How are parents involved in the school? How can I be involved?
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All pupils will have access to a broad and balanced curriculum which is suitable for all. We have high expectations for all pupils.
We adjust the curriculum for each child with SEND to make sure that they can access the subjects at their own level and make progress. This is called ‘differentiation’.
We will look at the child’s level of achievement and see what support they need to make good progress and reach their potential. We will use our Assessment policy to do this. We will talk with children and parents as part of the SEN support cycle (assess, plan, do, review) (This is from the SEND Code of Practice 6.12).
In addition:
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Children who do not have an Education, Health and Care plan (EHCp) but are identified as having SEND have an APDR (Assess, Plan, Do, Review) / Individual Education Plan (IEP) written by the Inclusion Manager and class teacher. These are reviewed three times a year, when parents and children are invited to contribute to the review process. These plans ensure coverage of all 5 key areas of focus as identified by the code of practice and are outcome driven.
In addition to this, children with an EHC plan or an Additional Needs Plan (ANP) will have three times a year review meetings, one of which is the statutory annual review for those with EHC plans.
Support is planned in order to help children and young people reach the agreed outcomes. Reviews will have a focus on children and young people’s progress towards these outcomes.
Parents may wish to refer to Code of Practice 6.64 – 6.71 when thinking about supporting their child.
https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 |
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This chart may support you in understanding how your child is involved in reviewing their progress:
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11. What training do school staff have?
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When we plan support for a child, we think about the knowledge and skills their teachers and support staff will need. If necessary, we plan training for the staff member or arrange an INSET training day. The whole school development plan ensures coverage of the various training needs across the school.
Teachers and teaching assistants have performance management reviews twice a year. These meetings support the identification of training needs across the school.
Teaching assistants meet monthly and have training sessions with the Inclusion Manager or outside support agencies as appropriate. A training programme for the new year is decided upon based on needs identified in the yearly appraisal process and the School Development and Improvement Plan (SDIP).
The Continuing Professional Development profile is available from the school office.
We have a wide range of training available to us:
East Sussex County Council training for schools- https://eastsussexlearning.org.uk Inclusion Development Programme- idponline.org.uk Advanced training materials- advanced-training.org.uk
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We regularly and carefully review the quality of teaching for all pupils to try and make sure no-one under achieves. We look at whether our teaching and programmes of support have made a difference. We use information systems to monitor the progress and development of all pupils. This helps us to develop the use of interventions that are effective and to remove those that are less so.
We complete an annual self-evaluation of our SEN provision and use this to develop an action plan to further improve our SEN provision. This is reviewed by the Inclusion Manager and SEND governor on a yearly basis.
We send home a parent questionnaire every year then summarise the results and feedback to parents. This information helps to inform the school improvement plan.
We also invite parents to provide feedback at meetings, through attending parent forums, parent questionnaires, SEND questionnaires and through the Ofsted parent view website. https://parentview.ofsted.gov.uk/
How does the school know that the provision for pupils with SEN is effective? What is the impact on outcomes for pupils with SEN?
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https://czone.eastsussex.gov.uk/supportingchildren/equality/Pages/theequalityduty.aspx
https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3
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Through careful planning and reasonable adjustments, pupils with SEN engage in the activities of the school together with those who do not have SEN and are encouraged to participate fully in the life of the school and in any wider community activity.
We work with parents and pupils to listen to their views, feelings and wishes to ensure pupils with SEN engage fully in the life of the school and in any wider community activity.
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We will monitor and review progress, with the child and parent. We will do this as part of the SEN support planning cycle of assess, plan, do review.
We use a variety of outside agencies to support children and staff alike:
Link to policies for Behaviour and anti-bullying, Safeguarding and Supporting pupils with medical conditions.
www.southoverceprimaryschool.co.uk
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16. What specialist services does the school use to support children and their families?
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As part of the cycle of SEN support, (assess, plan, do, review) we will consider whether we need to involve other services to make sure the child’s specific needs are met. Parents are always involved in any decision to involve specialists.
See list of services above.
https://new.eastsussex.gov.uk/childrenandfamilies/specialneeds/search-for-services/ https://new.eastsussex.gov.uk/childrenandfamilies/specialneeds/health-services/
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Key contacts at Southover School are:
The ‘local offer’ on the internet www.eastsussex.gov.uk/localoffer
Amaze amazesussex.org.uk
SEND information, advice and support service https://new.eastsussex.gov.uk/childrenandfamilies/familysupport/parent-information-contacts/about/)
0345 60 80 192 informationforfamilies@eastsussex.gov.uk
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18. What do I do if I am not happy or if I want to complain?
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Contact the school office 01273 473015 / office@southover.e-sussex.sch.uk or ccc@southover.e-sussex.sch.uk |