Everybody Matters, Every Moment Counts

Telephone: 01229 462814

SEN Information Report

 

In order to comply with the new Special Educational Needs and Disabilities Code of Practice (September 2014), Askam Village School has prepared the following information which outlines the provision and capacity we have to meet the needs of children with additional needs. View our SEN policy here

At Askam Village School we place children and families at the centre of everything we do. We aim to provide a rich, encouraging, supportive learning environment that is tailored to the needs of each individual child. Quality First teaching is integral for ensuring that children can achieve their potential; however, we acknowledge that for some children additional advice and support may be needed.

A Local Offer gives children and young people with special educational needs or disabilities and their families, information about what support services are available across education, health and social care. This can be viewed here.

Who are the best people in this school that I can talk to about my child’s difficulties with learning/ Special Educational Needs or disability (SEND)?

Different staff in school hold different roles:

 Class teacher

Responsible for:

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENCO know as necessary.
  • Contributing to School Support Plans (SSPs), and sharing and reviewing these at least twice each year.
  • Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

 

The SENCO(Special Educational Needs Co-ordinator)

Mrs. Fiona Newton

Responsible for:

  • Co-ordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Contributing to School Support Plans and co-ordinating reviews with parents at least twice a year.
  • Ensuring that you are:
    – involved in supporting your child’s learning
    – kept informed about the support your child is getting on
    – involved in reviewing how they are doing
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc…
  • Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.

 

Headteacher

Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • She will give responsibility to the SENCO and class teachers but is still responsible for ensuring that your child’s needs are met.
  • She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

 

SEND Governor

Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.

How will staff be trained in relation to children and young people with SEN?

Staff, both teaching and non-teaching, within school are very experienced in meeting the needs of lots of different needs children have. We have a wide range of skills and qualifications to help us do this.

Staff have been trained and/or hold qualifications in the following areas:

  • Dyslexia
  • Autism
  • Dyspraxia
  • Reading Intervention
  • Maths Recovery
  • Speech and Language
  • SERIS (social, and emotional resilience support)
  • Team Teach

 

  • Staff keep up to date with current thinking and practise by attending training courses, reading relevant literature, being part of forums and by attending local cluster meetings.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as and Speech and Language difficulties and Dyslexia.
  • The SENCO’s job is to support the class teacher in planning for children with SEND.

How will specialist expertise be secured?

If school and parents/carers feel that specialist support or advice is required then Mrs Newton, SENDCo will arrange for this to happen. A range of specialists and professionals such as Speech and Language, Occupational Therapists, School Nurse, Educational Psychologist, Community Paediatricians, Child and Adolescent Mental Health Services, Children’s Services (social workers), Specialist teachers of Autism etc. may be used.

How do we make provision for pupils with SEN, whether or not they have Education, Health and Care Plans (EHCPs)?

Class teachers are responsible for the education of all the children in their class. They think about individual needs and abilities as they plan work for the class. Teaching is based on building upon what children already know, can do and can understand. Teachers take care to set tasks and activities to help all children make the next steps in their learning. Some of these children may have SEND and they may be placed on a school support plan. 

Often children with SEND will access the same curriculum as other children, it may be that strategies are put in place which enables this to happen. For example, sometimes children use ICT to record their work, story maps, writing frames, mind maps etc. are used to help children structure their work and help them clarify their thinking, bullet points are used to donate starting points, children work with a talk partner etc.

When children have gaps in their learning or understanding, they may work within a targeted intervention group to help them make the best possible progress.  This additional support is planned by the class teacher and Mrs F. Newton, Headteacher, is delivered by teaching or experienced teaching assistant staff.

If it is more appropriate, support may be provided on a 1-1 basis, or discretely within the classroom environment.

What interventions have you implemented and what has been their impact?

Quality First Teaching.

For every child this would mean:

  • That the class teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress.

Specific group work with in a smaller group of children.

This group, often called Intervention groups by schools, may be:

  • Run in the classroom or outside.
  • Run by a teacher or a teaching assistant.

For your child this would mean:

  • He/ she will engage in group sessions with specific targets to help him/her to make more progress.
  • A teaching assistant or teacher or outside will run these small group sessions using the teacher’s plan

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning. Groups are fluid and flexible to best meet the needs of the children.  

Specialist groups

AND/OR Individual support for your child

This means they have been identified by the class teacher/SENCO as needing some extra specialist support in school from a professional outside the school. This support may be from:

  • Local Authority central services such as the Specialist Teachers or Community Speech Therapy

For your child this would mean:

  • Your child will have been identified by the class teacher/SENCO (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
  • The specialist professional will work with your child to understand their needs and make recommendations, which may include:
    – Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better
    – Support to set better targets which will include their specific expertise
    – A group run by school staff under the guidance of the outside professional e.g a social skills group
    – A group or individual work with outside professional
  • The school may suggest that your child needs some individual support in school. They will tell you how the support will be used and what strategies will be put in place.

Specified Individual support

This is usually provided through an Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individual or small group teaching which cannot be provided from the budget available to the school.

Usually your child will also need specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the Specialist Teachers or Community Speech Therapy

For your child this would mean:

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
  • After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will inform the school who will continue with their own support for the child.
  • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that require the level of support appropriate for an EHC Plan. If this is the case they will write an EHC Plan.
  • The EHC Plan will outline the number of hours of individual/small group support your child will receive from the school together with the LA and how the support should be used and what strategies must be put in place. It will also have long and short term outcomes for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

This type of support is available for children whose learning needs are:

  • Severe, complex and lifelong

Askam Village School implements a variety of interventions depending on the needs of individuals and groups of children.

What are the additional learning opportunities for pupils with SEN?

Children with special educational needs may be supported through quality first teaching (see above).

Often children with SEND will access the same curriculum as other children, it may be that strategies are put in place which enables this to happen. For example, sometimes children use ICT to record their work, story maps, writing frames, mind maps etc. are used to help children structure their work and help them clarify their thinking, bullet points are used to donate starting points, children work with a talk partner etc.

When children have gaps in their learning or understanding, they may work within a targeted intervention group to help them make the best possible progress.  This additional support is planned by the class teacher and Mrs F. Newton, Headteacher, is delivered by teaching or experienced non – teaching staff.

What are the procedures for the identification and assessment of pupils with SEN?

Usually, class teachers raise concerns with the SENCo. Parents are also involved in discussions from an early stage.

Parents can also raise their concerns either with the class teacher or the SENCo.

Initially, there are assessments that school staff can carry out and share with parents. Information will be gathered and the most appropriate form/s of intervention will be implemented.

The Headteacher/ SENCo meets at least three times a year with class teachers during a class review where the progress and attainment of all children are discussed with strategies etc put into place.

The Senior Leadership Team (Mrs. Newton, Headteacher and Mrs Roberts, Key Stage One Leader and Mr Cairns, Leader for Key Stage Two), meet on a regular basis to discuss the progress and attainment of all children. These meetings take place at least termly. They decide which children need additional support, what type of support is needed and who will deliver the support.

 

We know that sometimes children need to have access to short term support to help them make good progress and address an area of difficulty or misconception. The class teacher will also contribute to these discussions and be made aware of what additional support and resources are put in place.

 

Support is obviously within the constraints of budget and sometimes a list of priorities has to be drawn up. The impact of targeted intervention is measured and evaluated on a regular basis – at least termly.

 

Mrs F. Newton will notify parents/carers when additional support is made available.

 

Sometimes a child’s needs cannot be addressed through the budget provided to school. If a child has severe, long term needs, then outside agencies and professional bodies would be involved. In these cases, school will request that the Local Authority carry out a statutory assessment of the child’s needs. This is a legal process which sets out the amount of support that will be provided. School, parents and other professional bodies will be asked to contribute to the process. After all reports are received by the Local Authority a decision will be made as to whether the child should be given an Education Health Care Plan, or if school will be asked to continue to support the child from within the school budget. A Plan will be put in place detailing the support to be provided and long and short-term goals for the child.

What is the school’s approach to teaching pupils who have SEN?

Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.

Often children with SEND will access the same curriculum as other children, it may be that strategies are put in place which enables this to happen. For example, sometimes children use ICT to record their work, story maps, writing frames, mind maps etc. are used to help children structure their work and help them clarify their thinking, bullet points are used to donate starting points, children work with a talk partner etc.

Sometimes children need additional support from adults and/or equipment/other resources.

How do we adapt the curriculum and the learning environment for those who have SEN?

Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.

Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.

Specific resources and strategies will be used to support your child individually and in groups.

Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.

How do we enable pupils with SEN to engage in the activities of the school (including physical activities) together with children who do not have SEN?

The physical building is accessible to all children with a moveable ramp

We ensure that equipment used is accessible to all children regardless of their needs.

After school provision is accessible to all children including those with SEND.

Extra-curricular activities are accessible for children with SEND.

What support is available for improving the social, emotional and mental health and development of pupils with SEN?

In order to support all areas of your child’s development, including their emotional wellbeing, school is able to provide those pupils who have been identified as experiencing social or emotional difficulties with a wide range of support.

School has a trained SERIS worker who works with individuals and groups of children to help them develop self-esteem and emotional resilience. Teachers and teaching assistants have received mental health training recently.

School also has a newly revised PHSCE curriculum and all staff are actively involved in seeking new ways to address mental health and wellbeing issues.

How do we involve pupils and their parents in decision-making?

Parents/carers are invited into school every term to talk about their child, discuss learning and ways in which they can help at home. An end-of-year school report details progress, attainment and next steps for learning. Individual targets are sent home termly.  We also send class letters which set out objectives for the term as well as links to web sites which can be used to support what is being taught at school.

For some children with SEND, we will make an individual plan (school support plan) or behaviour management plan to help everyone who works with them to meet their needs. Parents will be involved in this and will be invited to contribute and review the plan. Pupils with severe, complex and lifelong needs will have a statement or an Education, Health and Care Plan.

Parents/carers will be invited to come and join in with yearly reviews of their child’s plan. Other professionals and agencies outside of school may help parents/carers in supporting their child if this is appropriate.

Subject leaders for Literacy, Maths and Foundation Stage hold workshops and/or meetings for parents to help them understand how we develop early literacy skills and teach reading and maths throughout school.

We also operate an open-door approach and welcome informal chats as we know that it is always best to deal with any worries or concerns at an early stage.

We work closely with parents at every stage of decision making in relation to their child.

As pupils develop and grow and are more able to contribute we increasingly ask them for their suggestions about what helps them.

How do we evaluate the effectiveness of our provision, including securing feedback and the views of pupils and their parents?

The senior leadership team meet at least termly to review the effectiveness of provision for all children and take into account data provided by classteachers.

Classteachers also meet with the Headteacher/ SENCo to review the needs of the children in each class and to set and review targets for individuals and groups of children.

We meet with parents in reviewing the provision for children with special educational needs in the setting and evaluating of specific school support plans for individual children in addition to parental consultations for all parents.

How accessible is the school building and environment?

Askam Village School is fully inclusive and welcomes all abilities and disabilities.

The building is wheelchair accessible. We have a moveable ramp, a wheelchair accessible toilet and changing facilities for those with limited mobility.

We provide coloured filters and pastel paper for those children who find them to be useful.

We are keen to ensure that we meet any extra needs and aim to work alongside parents/carers. If appropriate, more support in meeting the needs of parents/carers can be given by the local authority or other professionals.

We strive to enable access and inclusion for all children and will happily discuss modifications to regular routines if this is beneficial to you or your child.

What support is given when transitioning to a new school?

We know how important times of transition are and that some children need extra support at such times. We work closely with other settings to make sure any changes into or from the school are as smooth as possible.

 

Some of the ways we organise this are listed below.

  • Home visits for all new children- on entering Nursery or Reception class, your child’s class teacher and support staff will come and meet with you in your home. These visits also let your child see how closely parents and school staff work together to support them.
  • Meetings for new parents – to meet staff, see the setting and be given a “feel about what will happen” when children join us at Askam Village School.
  • Induction programme for children – spend time in their new class. Children from Reception  to Year 5 spend a day during the Summer term in their “new class”.
  • Children moving up to secondary school have transition work which runs throughout years 5 and 6; secondary school staff make regular visits to the school to get to know children and also for handover meetings with key staff including the class teacher and SENDCo so needs can be discussed.
  • Children with additional needs are given opportunities to spend extra time at secondary school.
  • Children with Education, Health and Care Plans or Statements will have phase transition meetings with parents/carers and staff from both settings to allow for a carefully planned move.

Contact Details

01229 462814

office@askam.cumbria.sch.uk

Location

Askam Village School
Lots Road
Askam-in-Furness
Cumbria
LA16 7DA

About Us

At Askam Village School the health, safety and well-being of all our children are of paramount importance to all the adults who work here.

Vision

The best for every pupil; commitment to every pupil; inspiration for all.