Some children coming to our school may have a learning difficulty or disability that can make it harder for them to learn. These children will need extra help for a short time, or throughout their time in education. We recognise that all children are different and all children have the right to be supported to reach their full potential.
A child has SEN or disability if they have significantly greater difficulty with learning than other children of the same age, or if they have a disability which prevents or hinders their use of the facilities generally provided for other children of their age.
What might indicate to us that a child has SEND?
- They may have been previously identified before joining our school.
- They may make little or no progress despite targeted teaching.
- They may be working well below the level expected for their age.
- They may have social or emotional difficulties which impact on their learning and/or that of others.
- They may have sensory or physical needs which affect learning.
- They may have communication difficulties that prevent/interfere with social relationships and learning.
1. Who are the best people to talk to about my child's difficulties with learning/Special Educational Needs or disability?
First Contact - The Class Teacher
- Quality first teaching. All teachers are teachers of SEND pupils and have the highest expectations for every child in their class. This means that a range of teaching and learning styles are used, appropriate targets are set for each child and the curriculum is matched to their need. This may include differentiation in terms of task, support, content and outcome.
- Checking on the progress of your child, delivering timely additional support and informing the SENCo when necessary.
- Ensuring that all staff working with your child are well informed so that they can achieve the best possible outcomes.
- Ensuring that the school's SEND policy is followed in their classroom for all pupils.
The SENCo - Steve Bergman
- Coordinating all the support for children with Special Educational Needs or disabilities (SEND), developing the school's SEND policy and keeping an up to date provision map so that every child gets a consistent, high quality response to meeting their needs in school.
- Ensuring that you are
· Involved in supporting your child's learning
· Kept informed about the support your child is getting
· Involved in reviewing their progress
- Liaising with other people who may come into school to support your child's learning e.g. Speech and Language Therapist, Educational Psychologist.
-Ensuring that there are detailed records of your child's progress and needs.
- Providing specialist advice for teachers and support staff so that they can help children with SEND achieve the best progress possible.
Headteacher - Nikki Daly
Responsible for the day to day management of the school, including support for children with SEND.
Responsible for making sure that the necessary support is in place for any child who attends our school who has SEND.
2. How will the school let me know if they have concerns about my child's learning?
If your child is identified as not making expected progress or has additional needs we will arrange to meet with you to discuss this in more detail and to
- Share initial concerns between school and home
- Arrange additional support or interventions your child may need
- Monitor progress and effectiveness of additional support
- Discuss any referrals to other professionals if needed
3. How is additional support allocated to children?
The school budget includes money for supporting pupils with SEND.
The Headteacher recommends SEND expenditure for approval by the Governing Body annually, based on the needs of the school.
If your child's needs are complex or severe we may recommend that your child undergoes an Education Health and Care Assessment. This may lead to an EHC Plan describing your child's needs and the additional help they should receive. These usually involve the Local Authority providing extra resources to help your child.
4. What are the range of needs included in this offer?
Within a mainstream school it is expected that provision will be made where possible for the following:
Autistic Spectrum Disorder (ASD)
Speech, language and communication needs (SLCN)
Moderate Learning needs (MLN)
Specific Learning Difficulties (SLD)
Behavioural, Social and Emotional Needs (BSEN)
Currently there is wheelchair access throughout the school and plans are in progress for a new disabled toilet and changing facilities. In addition, each Reception and KS1 class has a an attached space for small group teaching and there are 3 separate intervention group rooms.
5.how do we support parents of children with SEND?
· The class teacher is regularly available to discuss your child's progress and any concerns you may have. You will be able to share information about what is working well at home and at school so that similar strategies can be used.
· The SENCo is available to meet with you to discuss any additional support provided, progress and any concerns you may have.
· All information from outside agencies will be discussed with you with the person involved directly, or, where this is not possible, in a report.
· A formal meeting with the class teacher and/or SENCo will be arranged every term.
· Homework will be adjusted for your individual child's needs.
· A home-school contact book may be used to support communication if this is agreed to be useful.
· Appropriate external agencies will be signposted that can offer additional support e.g. Parent Advice Centre, Phoenix outreach.
· Support will be made available, where appropriate, from the Attendance and Welfare Advisor ((Sonia Rawlings) and the Parent Liaison Officer (Jacquie Jenkins).
In addition, our Community House has an extensive programme for parents/carers which includes parenting programmes, personal development and family learning. Please see the current term’s programme on this website or pop in to see Jacquie Jenkins.
6. What are the different types of support currently available for pupils with SEND at our school?
Your child will receive
Quality first teaching
Your child may receive
Specific small group work in class
1:1 or small group support by the lead teacher for SEND in the EYFS
Specific support for Autism led by a trained teaching assistant
Early Words intervention programme run by a trained teaching assistant
First Class@Number intervention programme run by a trained teaching assistant
Early Literacy Support Programme delivered by a trained teaching assistant
Speech, Language and Communication support from a trained teaching assistant or Speech Therapist, individually, or as part of a small group
Your child may receive support from outside agencies e.g.
Phoenix outreach, ASDAS assessment, CAMHS, Educational psychologist, School Nurse/Health service, Emmanuel Miller Centre,Support for Learning Service (vision, hearing, disabilities, specific learning difficulties teams)
7. Do staff have specialist training to support SEND pupils?
Training in aspects of SEND is included in INSET days, Staff Meetings and CPD for teachers and support staff. The SENCo attends regular training with the support for learning service and also has counselling skills. All staff have child protection Training every 2 years and there are 2 designated people to lead on child protection issues.
In addition we have staff trained in:
British Sign Language
Early Literacy Support Programme (ELS)
First Class @ Number (level 1c and 2c)
First Aid & Paediatric First Aid
Diabetes, Epilepsy, Allergies and Epipens
And we are immediately responsive to additional training that will give the very best support to our pupils.
8. The Local Offer –London Borough of Tower Hamlets
You can contact the Local Authority for information, advice and support about your child’s SEND. Tower Hamlets produces a ‘Local Offer’ – a resource designed to help you and your child understan what support and services are available in our area. Please follow this link http://www.towerhamlets.gov.uk/lgnl/education_and_learning/local_offer.aspx
Other sources of information:
Advisory Centre for Education www.ace-ed.org.uk
National SENDIAS network www.iassnetwork.org.uk