Special Educational Needs and Disability (SEND) Information Report
for Oldswinford Church of England Primary School 2018/2019
Part of the Dudley Local offer for Learners with SEND
Welcome to our SEND information report which is part of the Dudley Local Offer for Learners with Special Educational Needs and Disability (SEND). All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or proprietor’s policy for pupils with SEND. The information published must be updated annually. The required information is set out in the SEN Code of Practice 0 -25 Years, September 2014.
All learners should have the same opportunity to access extra-curricular activities and we are committed to making reasonable adjustments to ensure participation for all. Staff are aware of the Equality Act 2010. This legislation places specific duties on schools, setting and providers including the duty not to discriminate, harass, or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments’.
The Equality Act 2010 definition of disability is:
"A person has a disability for the purposes of this Act if (s) he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities."
Section1 (1) Disability Discrimination Act 1995
How we identify SEND in our school?
At different times in their school career, a child or young person may have a special educational need (SEN). The Code of Practice (CoP) September 2014 0 -25 defines SEND as:
"A child or young person 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 person has a learning difficulty or disability if they:
a) have a significant 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 mainstream post – 16 institutions."
If a learner is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to learning.
Learners can fall behind in school for lots of reasons. They may have been absent from school, they may have attended lots of different schools and not had a consistent opportunity to learn. English may not be a first language or they may be worried about different things that distract them from their learning. At Oldswinford Church of England Primary School, we are committed to ensuring that all learners have access to learning opportunities and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEND. Only those with a learning difficulty that requires special educational provision will be identified as having SEND.
If you think your child may have SEND please speak to your child’s Class Teacher or Mrs Bedford, the school SENCO.
What is our Approach to Teaching Learners with SEND?
At Oldswinford Church of England Primary School we believe in participation for all. We expect all adults and children to participate in learning and we celebrate all members of our community. We aim to create an inclusive culture in our school and to be responsive to the diversity of our children’s backgrounds, interests, experience, knowledge and skills.
We value high quality teaching for all learners and actively monitor teaching and learning in our school. We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We monitor progress of all learners and staff continually assess, ensuring that learning is taking place. Our whole school system for monitoring progress includes pupil progress meetings every term.
How do we Assess SEND at Oldswinford Church of England Primary School
Class teachers, support staff, parents/carers and the learner themselves will be first to notice a difficulty with learning. We ensure assessment of educational needs is a partnership between the learner, their parents/carer and the Teacher. The Special Educational Needs Coordinator (SENCO) will also support with the identification of barriers to learning.
What do we do to Support Learners with SEND?
Every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class. Teachers will utilise a whole variety of strategies to adapt access to the curriculum, some examples might include using:
Peer buddy systems
Positive behaviour rewards system
Each learner identified as having SEND, is entitled to support that is ‘additional or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. This support is currently detailed on year group provision maps and pupil profiles, where appropriate. The provision map is revised each term. Our Governors have access to the provision maps and we together with them are able to ensure that we monitor the impact of interventions on learning across the school.
How do we fund for SEND provision?
The SEND budget is allocated each financial year. The money is used to provide additional support, resources and training. Funding is also used to buy in specialist support from the local authority and other professional agencies. During this academic year our school has commissioned support from:
Learning Support Services
Cherry Tree Learning Support Service
Hearing Impairment Service
Autism Outreach Service (AOS)
Physical and Medical Intervention Service (PIMIS)
Speech and Language Therapy
Dudley Counselling Service
Currently, we employ two SEN Teaching Assistants who deliver interventions as coordinated by the SENCO and the school Teaching Assistants are also involved with the implementation of programmes along with members of the strategic leadership team.
How do we find out if this Support is effective?
Monitoring progress is an integral part of teaching and leadership within Oldswinford Church of England Primary School. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEND. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step of the process.
Children, Parents/carers and staff will be directly involved in the reviewing process. This review can be built in to the intervention itself, or it can be a formal meeting held at least once a term, where we will discuss progress and next steps. If a learner an Educational Health and Care Plan (EHC plan) the same termly review conversations take place, the EHC plan will be formally reviewed annually.
Progress data for all learners including the impact data of interventions is collated and monitored by Teachers, Senior Leaders, SENCO and Governors. Our school data is also monitored by the Local Authority and Ofsted.
Mrs Bedford, our school SENCO, has obtained the National Award for Coordination of Special Educational Needs with the University of Birmingham. Class teachers and support staff have received up to date training related to various areas of SEND.
How do we prepare for the next step?
Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher or moving on to another school. Oldswinford Church of England Primary School is committed to working in partnership with children, families and other providers to ensure that positive transitions occur.
Planning for transition is a part of our provision for all learners with SEND. Moving classes will be discussed with you and your child at their summer term review meeting. Transition to secondary school will be discussed in the summer term of their Year 5, to ensure time for planning and preparation. Where necessary, the SEN support staff produce a social story unique to each child which helps to smooth the transition process.
What do I do if I have concerns?
As a school we believe that the special educational needs of pupils are best met when there is effective collaboration and communication between school, families, pupils and other agencies. We aim to foster good working relationships with all these groups, especially parents.
If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the SENCO or Head Teacher, who will discuss the issue and make every effort to resolve the matter.