Bedgrove Infant School Special Educational Needs Regulation Annual Report 2017-2018
All maintained schools in Buckinghamshire are supported by the local authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities (SEND) being met in a mainstream setting wherever possible. As laid out in the SEND Code of Practice January 2015, the four main ‘areas of need’ are:
· Communication and interaction
· Cognition and Learning
· Social, Emotional and Mental Health Difficulties; and
· Sensory and Physical Needs
What is the local offer?
Local authorities and schools are required by legislation to publish and review information about services they have available for children and young people with Special Educational Needs and Disabilities aged 0-25. This is the ‘Local Offer’. The local offer improves choice and transparency for families of children with SEND. It is an important resource for parents in understanding the range of services and provision in the local area and is an active signposting tool. Buckinghamshire’s Local Offer can be found on www.buckfamilyinfo.org under the tab at the top entitled ‘Local Offer’.
At Bedgrove Infant School we aim to provide an inclusive education in which all children are encouraged to reach out to fulfil their full potential. Quality teaching is an essential element in this, along with the recognition that some children will require additional or adapted provision to minimise barriers to learning and maximise progress.
The school’s Mission Statement reflects our ethos:
BELIEVE INSPIRE SHINE
At Bedgrove Infant School we believe that everyone can succeed. We believe in developing the whole child and we strive to enrich and nurture their individual talents and needs. We believe that, if you believe in yourself and others, anything is possible.
The children inspire us to strive to achieve our best, so that we can inspire them to reach their full potential. We inspire through our teaching, environments and provision so children become well- rounded individuals. We want to inspire a life-long love of learning in the children, staff and community.
Bedgrove children, staff and community members endeavour to support children to shine and be the best they can. Our children will shine with confidence and self-awareness to light the path for a bright and successful future.
The school’s Special Education Needs and Disability (SEND) Policy can be found at: http://www.bedgroveinfantschool.co.uk/sen/
The progress of all children is primarily the responsibility of the class teacher; with the support of the SENDCo and the Senior Leadership Team.
Types of SEND Provision at Bedgrove Infant School
· 1:1 or small group in-class support
· Specific interventions tailored to individual needs (1:1 or in small groups) led by either teachers, learning support assistants, specialist teachers or other outside agencies
· Adaptions to the learning environment
· For children with additional medical needs, a care plan, drawn up in consultation with parents/carers, the child and appropriate medical professionals (Our medicine in school policy can be found at http://www.bedgroveinfantschool.co.uk/wp-content/uploads/2013/11/MANAGING-MEDICINES-IN-SCHOOLS-POLICY-DECEMBER-2013.pdf)
If a child has needs related to more specific areas of their education, such as literacy or mathematics skills, the child may be placed in a small focus group run by a teacher or teaching assistant and receive ‘intervention’ support. The interventions are reviewed half termly to ascertain the effectiveness of the provision and to inform future planning. (Appendix A lists all of the Intervention programs the school administers.)
If an individual child requires specific support for an area of their development or education not covered by an existing intervention the school will endeavour to investigate alternative programmes of support.
Occasionally, a child may require more expert support from an outside agency, such as Speech and Language Therapy Service, Educational Psychologist etc. In this instance, a referral will be made, with parental consent and forwarded to the appropriate agency. After a series of assessments, a programme of support will usually be provided for the school and parents/carers. This generates a SEN support plan with individual targets for your child.
1. Ways used to identify Children as having Special Educational Needs or Disability
· Investigations following concerns raised by a teacher or parent/carer
· Limited or inconsistent progress identified through routine assessments on entry
· Limited or inconsistent progress identified through tracking data
· Assessments from other professionals e.g. doctor, educational psychologist, occupational therapist etc.
· Information passed on by a previous school prior to transfer
2. Monitoring provision
· In the EYFS there is continuous on-going assessment of all children on a daily basis. This feeds into final judgements made at the end of the year against the ELG’s
· In Key Stage 1 termly data is used to identify progress patterns over time on an individual, group and cohort basis
· Provision maps identify children who are not on target and so intervention can be targeted specifically to meet their needs
· Support plans are reviewed at least termly. They identify short-term targets which can be measured against pre- and post-support assessments , to analyse the effectiveness of an intervention or teaching strategy
· Lessons are routinely observed to ensure the curriculum is differentiated appropriately to support all learners
· The governor for SEND meets regularly with the Special Educational Needs and Disability Co-ordinator (SENDCo) to discuss provision and the general progress of SEND children
3. Approach to teaching
· We support the inclusion of children with SEND through a broad, balanced and differentiated curriculum
· LSAs support differentiated and specific interventions by working with individuals and small groups on specified tasks; and, for short periods, by working with the majority of the class, while the teacher focuses on individuals or small groups
· Children are involved in the assessment of their individual targets, given as next steps in the teachers marking which children respond to, relevant to the child’s age and stage of development
· For children with a statement or Education, Health and Care Plan (EHCP), a multi-agency provision plan (MAPP) meeting will take place each term at which any previous MAPP will be reviewed and a new one drawn up, through consultation with all relevant professionals
· Risk and access assessments are carried out and the school will, whenever possible, put in place adaptations/procedures to enable all pupils to participate in all activities, including school trips
· Teaching staff are given training on strategies to use in the classroom with pupils who have particular needs
· Emotional and social development is supported through the Social, Moral, Spiritual and Cultural (SMSC) curriculum. Where more targeted support is needed, it is delivered on a personalised basis, and may also involve following advice from outside agencies
· The school buildings are fairly spread out and on the same level, with ramps either fitted or available for access over door steps, the entrance foyer, hall, dining room, the two main playgrounds and the majority of classrooms are wheelchair accessible
· A disabled toilet is available on site
· There is a disabled parking space in the staff car park and the parents’ car park
· As a need arises, the school will always investigate the possibility of reasonable adjustments to facilitate inclusion and, when viable, implement them.
5. Training to support children with SEND
· Specialist training and advice for teachers and LSAs is accessed through the Specialist Teaching Services, Educational Psychology Service, Cognition and Learning and other outside agencies
· Individual teachers and LSAs have had further or more specific training on supporting pupils with individual needs from specialists or through external training courses
6. Arrangements for Consultation
· If parents have a concern, they should contact the class teacher in the first instance, who will liaise with the SENDCo as appropriate
· If parents specifically wish to speak to the SENDCo, this can be arranged through the school office or via email
· Parents of all pupils are invited to termly parent and teacher meetings to discuss progress
· Each child identified as having a special educational need will have a School Support Plan (SSP) which will be regularly reviewed and discussed with both the child and their parents (s). The parental discussion will generally take place at the termly parents’ evening, but if more time is needed, it will be arranged on an individual basis
· All pupils, and their parents, are welcome to express their views about provision made for them at any point during the year. Their views will be taken into account when decisions are made
· For children with a statement or Education, Health and Care Plan (ECHP), the Annual Review (AR) is an important part of the consultation process. All relevant professionals who work with the child, plus parents, are invited. The child is also asked to discuss and record their views immediately prior to the annual review and these are shared at the meeting.
7. The Schools Partnerships
As and when the need arises, the school involves other bodies to help meet the needs of pupils with SEND and their families. These include:
· The specialist teaching services to support pupils with ASD, Down’s syndrome, hearing impairment, visual impairment etc.
· Educational psychology
· Cognition and learning
· Occupational therapy
· Speech and language therapy
· Community paediatrics
· School medical service
· Pupil referral unit (PRU)
· Bucks family resilience service
· Social Care
· Child and adolescent mental health services (CAMHS)
· Education and welfare officers
· Nursery and secondary school liaison
· Bucks SEND team
Parents are informed of the contact details of support services or educational providers through 1:1 discussions as appropriate
8. Transferring to a Different Education Provider
Whenever any child transfers in or out of our school:
· We use our best endeavours to ensure all relevant information is passed between schools as quickly as possible
· When needed, staff from the previous or following provider are contacted so that key information can be shared
· Additional transition days may be set, dependent on individual circumstances
· Additional emotional support may be provided
9. Admissions Policy for children with Special Educational Needs
The admission arrangements for a child with SEND who does not have a statement of need/EHCP are no different from other children.
· The school’s main buildings are DDA compliant.
· The main buildings are accessible for wheelchair users. Ramps are either in place or portable ramps are available to allow access to areas where there is a raised curb or steps.
· There is a toilet adapted for disabled users accessible in the main foyer.
· A disabled parking bay is located immediately outside reception to provide easier access for children and parents/carers with mobility needs.
· In order to make the school site more accessible for parents who are hearing impaired there is a text messaging service to relay important messages and door entry system has a light to indicate the door lock has been released
· As far as possible, classroom resources and/or teaching strategies are suitably adapted by teachers and LSAs for children with a visual or hearing impairment. In line with the accessibility policy, Bedgrove Infant School is committed to improving accessibility, over time and whenever viable, to accommodate children, staff and parents with disabilities. The removal of barriers to learning is part of everyday planning and development. Personal Emergency Evacuation Plan’s (PEEPS) are drawn up for children with a physical disability and those who would require individual help during an emergency due to a developmental delay.
· The accessibility policy can be found at: http://www.bedgroveinfantschool.co.uk/wp-content/uploads/2013/11/Accessibility-Policy-Statement-and-Plan.pdf
11. Key contacts
· SENDCo: email@example.com · Head teacher - Miss J Lawrence: firstname.lastname@example.org
· Governor with responsibility for SEND: Mrs Chrissie Green
The schools complaints policy can be found at: http://www.bedgroveinfantschool.co.uk/wp-content/uploads/2013/11/ComplaintsandResolutionsProcedureApril2014.pdf
THE SCHOOL’S LINK TO THE BUCKS LOCAL OFFER
Information for the Local Offer for Buckinghamshire is available at www.bucksfamilyinfo.org/localoffer
The Bucks local offer provides information and advice on Special Educational Needs and Disability provision, both inside and outside the Local Authority. Information can be found on the Bucks Family Information site at www.bucksfamilyinfo.org/local offer. If you wish to contact Buckingham County Council about the Local Offer you can call 08456884944 or email: email@example.com
Updated: December 2017
Next update: September 2018
Appendix A – Interventions that Bedgrove Infant School Offer:
1. Time to Talk.
This is a programme to develop language and social skills at Foundation Stage and Key Stage 1. It is used to develop skills needed to access the curriculum and to develop friendships through a series of short activities using a fun character called Ginger bear.
2. Socially Speaking
This is a practical social skills programme suitable for children 8 – 11 years old. It is used to develop basic skills of communication for children who already have a good grasp of reading and writing.
This is a practical programme designed for children with co-ordination difficulties in the early Learning Years. It is split into 6 sections: attention and concentration, handwriting, organisation, memory, physical education and visual. It can easily be incorporated into class lessons.
4. Rainbow Road
This follows on from Raindrops and continues to help children improve their co-ordination skills through a series of fun activities within a small group. Skills covered include gross motor, fine motor, visual motor and cognitive.
5. Write from the start
This handwriting programme was developed to help children who have difficulty with fine motor and visual perceptual skills. It is done through a series of worksheets which can be done in short bursts and either 1: 1 or in small groups.
6. Ready, Steady…Write!
This handwriting programme was designed for children with complex learning difficulties who struggle to acquire the essential skills to write. It should improve the child’s ability to produce fluent, spontaneous and legible handwriting through practising in 5 key areas – core stability; pen/pencil grasp and fluidity of movement; auditory, attention and memory; visual perception; and finally writing patterns. Daily short bursts are required for this programme.
7. Direct Instruction and Precision Monitoring
This is a highly structured programme designed to target specific areas of difficulty usually within literacy and numeracy. It is designed to be 1:1 and to take place daily for approx. 10 minutes over a number of weeks. Precision Monitoring tracks the Direct Instruction programme to ensure that it is being effective.
8. Paired Reading
This strategy can be used within class by the teacher to promote fluency and confidence in reading. Children are paired up to read out aloud to one another – either pairing same level readers or pairing more fluent readers with less fluent readers.
9. Black sheep Press – Speech and language
This website produces illustrated worksheets and assessments that develop children’s speech and language in the following areas: narrative, phonemic awareness, pragmatics, language, and speech sounds. It may be suitable for children who are on the autistic spectrum, have speech difficulties, gaps in their basic concepts and poor social skills.
10. “Happy to be me”
This is a 6 session programme designed to help develop self-esteem in children between 6 – 11 years of age through a series of games, exercises, story-telling, puppetry, songs and the use of rewards and praise. It is taught by a trained teaching assistant in small groups.
11. Social Stories
Social stories are a strategy for helping children to understand a social situation and to learn how to deal with it in a positive way. Children who have autistic spectrum disorders or behavioural issues can be guided through socially complex situations by means of a story. This folder contains 48 example social situations on which to base your own individualised story, specifically tailored to the needs of the child. The stories should be positive and suggest a good behavioural option for the child. This should be organised by the class teacher and teaching assistant responsible for the child.
12. Elsa Intervention
ELSA is an Emotional, Literacy Support Assistant An ELSA is a specialist teaching assistant with a wealth of experience of working with children. ELSA’s are trained and regularly supervised by the Educational Psychologists in your Local Education Authority. An ELSA is a caring person who wants to help your child feel happy in school and to reach their potential educationally. Their aim is to remove the barriers to learning and to have happy children in school and at home.
13. Forces Intervention – Reading Force
A shared reading project for Forces families. The children are given free books and special scrapbooks. Children read their chosen book in school and/or with their families. If a parent is away on deployment they can participate by reading with
their child over Skype or FaceTime. Other family members can also become involved and the children then fill in their scrapbook with everyone’s thoughts about the book – drawings, notes, photos and emails.
14. Nurture Intervention
Acorns is a small group for children who may feel insecure in school or who are in greater need of adult support than can be provided in such a focused way in their main class. Children have the opportunity to develop one to one relationships with the staff and other children, creating trust, sharing, caring, turn taking and developing each child’s self-est