Stanton Bridge Primary School

Special Educational Needs

SEN Information for Parents

At Stanton Bridge Primary School, we ensure that all pupils, regardless of their specific needs, are offered Quality First teaching which enables them to make the best possible progress, both academically and socially in school and feel that they are a valued, loved and respected member of the wider school community.

All mainstream schools (which includes maintained schools and academies) are committed to adopt a similar approach to meeting the needs of all pupils including those with Special Educational Needs and Disabilities (SEND).

How does the school identify if a child has Special Educational Needs and how parents will be informed?

At Stanton Bridge Primary School we take a graduated response to identifying when children have special educational needs and we focus on identifying additional needs as early as possible.

All pupils’ progress; academic, socially, emotional and mental health, are regularly monitored by teachers and the Senior Management Team at Stanton Bridge Primary School. Any concerns about a child are dealt with immediately and with urgency involving the relevant professionals when required. Parents are able to discuss their child with either the class teacher, the SENCO or the Senior Leadership Team. Under changes to the Code of Practice, the new document highlights the main areas of SEND. The following four broad areas are covered:

  • General Learning Needs: Cognition and Learning
  • Communication Needs: Communication and Interaction
  • Emotional and Social Needs
  • Physical and/or Sensory needs

These areas are already comprehensively covered by our school’s existing provision. However, in recognition of these changes, we at Stanton Bridge Primary School have produced our Local Offer of the support provided to reflect this. Our School Offer provides details of the resources, interventions and like that we provide to support children with SEND. Due to the constant changing needs of our children, there may be additional support available to our children. The intention is to continue to provide our pupils with a ‘bespoke’ approach designed to cater for that individual.

If you would like further information about what we offer at Stanton Bridge Primary School, then please do not hesitate to contact our SENCO and Inclusion Manager: Mr Thuhel, on: 024 7668 8992.

Reasons why pupils get additional support

There could be several reasons and our staff ensure that our pupils obtain the required support to access learning. Pupils with SEND are like all other children, unique in their own right. Occasionally they require additional support to help them achieve. Therefore, in order for a decision to be made on what is best for that individual child the following observations are made and acknowledged:

  • They have a significantly greater difficulty in learning than the majority of children of the same age;
  • They have a disability as defined under the Equality Act, which affects their ability to access and benefit from the educational opportunities generally enjoyed by children of the same age.

We endeavour to ensure that all barriers to equal access in our school are removed or overcome.

Progress of all children at our school is monitored; both mid-term and summative assessments are used to identify each child’s next steps to learning. Every half term class teachers assess where their pupils are in their learning and progress in reading writing and maths. These levels are then discussed at pupil progress meetings. Children working below age expectations or making slow or no progress are discussed at these meetings and appropriate interventions are planned to support them in making best progress.

If we identify that a child is making less than expected progress, the teacher will discuss this with the parent and the SENDCO will support them to ensure the work is differentiated and appropriate to your child’s level and needs. If your child continues to make less than expected progress despite additional intervention and support in class, then they may be identified as having additional learning needs. When children are identified as having additional learning needs, they may be supported through a specific intervention programme. This may be in consultation with the education psychologist. We also identify children as having Special Educational Needs if they are working significantly below expected levels for their age. Where this is the case, children may work with an external agency such as Educational Psychologist or SEMT (Social, Emotional and Mental Health Team) to make further assessments and observations of their needs. Children may be identified as having a Special Educational Need if they have a specific health diagnosis from a Paediatrician.

In addition, children are identified as having Special educational Needs if there are concerns regarding their behaviour, self-esteem, concentration, attitude and they need extra support from a mentor to help improve this. Services such as SEMT, school nurse or CAMHS may support pupils may support pupils in these areas. 

Communication with the school
The class teacher

If you have concerns regarding your child’s academic progress or their social, emotional and mental health needs then your first point of contact must be your class teacher. The class teacher is responsible for ensuring every child in their class receives high quality first teaching within the classroom environment that is adapted and personalised to meet the individual needs of every child. They will also monitor the progress of your child and plan for any additional support they may have. They are also responsible for ensuring your child’s individual needs are shared with and understood by relevant staff. 

The phase leaders

If you would like to discuss your child’s needs further then you can arrange to meet your phase leader. You can have the opportunity to meet the class teacher and the phase leader together. 

The Special Educational Need Coordinator

The lead staff for SEND is Mr Thuhel and he is responsible for coordinating all the support for children with special educational needs (SEN) and ensuring the school’s SEND Policy is implemented in order to make sure all children get a consistent, high quality response to meeting their needs in school. They will also liaise with all the other people who may be coming into school to help support your child’s learning e.g. Educational Psychology, SEMT and Communication and Complex Team. 

The Head Teacher

You have the option to discuss your child’s needs with the Head Teacher, however we advise you initially meet with the class teacher or phase leader, then the SENDCO and if you still require further information you can arrange to meet the Head Teacher. The Head Teacher is always happy to meet with all parents to discuss any issues or concerns you have.

We welcome the full engagement of parents and carers and where necessary, seek support and advice from specialists outside school to ensure we develop and maintain a range of flexible resources to meet the needs of all children.

 
How will school support my child?
  • Support from the Teaching Assistant
  • SEN HLTA- non-class based
  • Precision teaching
  • Speech link
  • Confidence club
  • Interventions
  • Pre- teach
  • Clicker 6
  • Mentoring support
  • Times Tables Rock Stars
  • Read Write Inc programme
  • Spark

There may be times when a child needs more expert support from an outside agency such as Educational Psychology, School Nurse, Speech and Language Therapy. Referrals for such support are discussed with parents and forwarded to the most appropriate agency. Occasionally, the outside agency will complete a programme of work with the child in school but more often they provide targets and activities for the child to work on in school and at home.

Sometimes, a child may need a significant amount of support in order to meet their complex needs. This will often be provided in the form of 1:1 support from a teaching assistant for at least part of the day.  Usually, children who need this level of support will have or be applying for an Education, Health and Care Plan.

Reviewing provision for SEND Pupils

The class teacher will discuss the support your child is getting in class on a termly basis during parents evening and review the progress. You can also request a meeting with the class teacher at another time if you need to discuss further concerns or questions. Mr Thuhel (SENDCO) is also available if parents would like to discuss their child’s provision or progress during parents evening. Some pupils have Individual Educational Plan (IEP) which are created by the class teacher. These are measurable targets and are reviewed every half term and they are shared with parents. Children with an Education, Health and Care Plan will have an annual review each year.

Monitoring 

As a school we measure children’s progress in learning against National expectations and age-related expectations. We make formal assessments four times a year. Pupil progress meetings are held three times a year. This is a meeting where the class teacher meets the phase leaders or Deputy Headteacher to discuss the progress of the pupils in their class. This shared discussion may highlight any concerns so that further support can be planned. The class teacher also continually assesses and monitors each child and notes where further support is needed.

What can I expect to happen during meetings about my child’s additional needs?

You may be invited to discuss your child’s needs at regular times throughout the year. If you have concerns or questions between scheduled meetings, you are welcome to contact the school at any time to arrange an appointment.

Key staff will be invited to attend the meetings, including outside agencies where appropriate. You are always welcome to bring someone with you for support. The meeting will usually be held in a quiet room in the school and staff will attempt to make this as informal and relaxed as possible.

The purpose of the meeting could be to:

  • Review your child’s current targets and set new ones together.
  • Review your child’s EHCP, if they have one (this will take place annually).
  • To inform you about your child’s progress and suggest ways in which you could support them at home.
  • To gather more information from you in relation to your child’s needs.
  • Provide an opportunity to meet with outside agencies who may work with your child (for example – Educational Psychologist).
  • To use a person-centred approach to support your child at important transition times.

The Special Educational Needs Disability Information Advice and Support service is an organisation that provides impartial advice, support and information to parents and children with SEN or disabilities about all aspects of special educational needs, in order that parents can make informed decisions in relation to their child’s education. SENDIASS can be contacted on 02476 694307.

SEN Governor 

Meetings take place every term the SEND governor and the SENDCO reports to the governor responsible for SEN about the progress of children with SEND; this report does not refer to individual children and confidentiality is always maintained. Any concerns or celebrations are discussed in this meeting. 

Allocation of Places

Pupils with SEND are allocated places in two separate and distinct ways:

  • Those pupils with Statements or Education, Health and Care Plans (EHCPs) have a separate admissions procedure overseen by the SEND team at Coventry City Council.
  • Those pupils who have SEND but do not have a statement or EHCP are admitted via the normal school admission criteria. Please refer to The School’s SEN Policy.
Support for children’s overall wellbeing

The school offers a wide variety of pastoral support for pupils who are encountering emotional, social and behavioural difficulties. We have a Inclusion and Pastoral team including a Pastoral Leader, Learning Mentors, SEN HLTA and sports coaches. All these members of staff are available for children who wish to discuss issues and concerns.

The Senior Learning Mentor run a variety of wellbeing groups targeting social skills, self-esteem, emotional wellbeing and anger management. Children who find lunchtime a struggle are support through the playground pals’ scheme and they are monitored by the Senior Learning Mentor.

Pupils with medical needs

At Stanton Bridge Primary School, we aim to ensure that all children can be fully involved in all aspects of school life, regardless of any medical conditions they may have. If your child requires medication in school, we are usually able to support with administering this medication.  If your child requires medication during the school day, you should speak to the school office or the class teacher and complete the relevant paperwork. On a day to day basis the school office oversees the administration of any medication and the class teachers manages the medicines that are kept in school.

If your child has a complex medical need, you should discuss is with Miss Cooper (Deputy Head Teacher) or Mr Thuhel (SENDCO). They will work with yourself, the school nurse and any other medical professionals involved to compile an individual health care plan. These plans are discussed with all staff who are involved with the child. If special arrangements or facilities are required to support your child’s medical needs, you should speak to Miss Cooper or Mr Thuhel who will arrange for the special arrangements to be made in conjunction with Mrs Islam.  Full details of how we support children with medical conditions can be found in the policy on the school website.

All staff have regular training regarding conditions and medication affecting individual children so that all staff can manage medical situations. There is several first aid trained staff in school. 

Services and professionals who support children with SEND.

Stanton Bridge Primary School work with many services and professionals who support our SEND pupils. Below is list of professionals:

Agency or service

Who they work with

Educational Psychologist

Dr Raj Pahil

Children with more significant and complex learning needs. 

Provide school staff with advice on teaching strategies, resources, individual and whole school training

 

SEMT: Social, emotional and Mental health Team.

Mel Toller

Provide school staff with advice on teaching strategies and resources, individual and whole school training to support pupils with difficulties in language, literacy and Maths.

Support and recommendations with social, emotional, mental health and wellbeing.

Complex Communication Team

 

Lynda Griffiths

Children with social and communication difficulties or a diagnosis of Autism.

Provide individual and whole school training for staff with advice on teaching strategies, resources for pupils with Autism.

 

Speech and Language Therapy Service (SaLT)

Children who are referred by the GP or school who have specific speech or language needs. Provide school with advice on work that can be carried out in school as well as providing specific programs in clinic.

Sensory Support Service

 

 

Habilitation specialist for visual impairment

Children with visual or hearing impairments. Provide school with advice regarding resources and strategies to support children with sensory impairments.

Habilitation support for visual impaired pupils.

Health Professionals

Provide advice and support for staff working with individual children with health needs.

School Nurse

Occupational therapist

Physiotherapist

CAMHS

Children with specific mental health issues e.g. anxiety/depression.

Counsellor – CBT trained (Cognitive Behaviour Therapy).

Counselling service for pupils who need support with their anxiety and anger.

Staff training

All staff have received some training related to SEND. 

These have included sessions on: 

  • Their responsibilities under the 2015 SEN Code of Practice
  • Differentiating and ensuring provision is accessible
  • Developing SEN pupil’s independence
  • Assessing the language competency of children with EAL
  • How to support pupils on the autistic spectrum- Lego therapy
  • How to support pupils with behavioural difficulties- Behaviour manager bespoke support
  • How to support children with sensory issues 
  • The school also has some teaching assistants who have received training enabling them to deliver more specialised support. This includes, Precision teaching, Speech Link, Clicker 6 and speech and language
Curriculum 

The school curriculum is designed to be inclusive and personalised activities are designed to support the individual needs of children. In line with the SEN Code of Practice the class teacher leads on SEN for their teaching group and will take advice from the SENDCO and from other agencies. There may be some amendments to lesson planning to which will consider the individual needs of the child, and this will usually be recorded in the lesson plan. Support may be offered by the class teacher, by a teaching assistant or by a HLTA. Accessible resources that support individual needs are made available when needed.

Accessibility 

As a school we are happy to discuss individual access requirements. 

Facilities we have at present include: 

  • Toilets adapted for disabled users. 
  • All one level flooring.
  • Double doors in most parts of the building. 
  • Automatic doors where appropriate.
  • Hygiene suite
  • Staff members who speak most community languages.

For more information please look at our Accessibility Policy. 

Transition

Before your child starts at our school, we may arrange to visit your child in their existing setting at home if they are not attending school or pre-school depending on their level of need. In addition, we will arrange transition visits that are staggered at times of the day to meet the needs of the child e.g. after school, during class time.  When your child starts at our school, if it would support their needs and parents are in agreement, we will start them on a part time timetable for as long as is appropriate. 

When they are moving to a new school where possible, we will liaise with the new school to arrange transition visits to the new school, with a familiar member of staff if appropriate. The Inclusion Manager will also share all information with key personnel at receiving school which includes transferring your child’s file securely.

When your child moves into the next class their new teacher will be informed of your child’s likes, dislikes and what works best for them using the transition Performa. Children with complex needs or global delays, an enhanced transition program will be available. This includes:

  • Visits to their new class before the summer holidays.
  • Meet and greet with their new class teacher before the summer holidays.
  • Transition booklet which includes, photos of the new class teacher, classroom environment and key areas. This is sent home with the child so they can become familiar with their surrounding before the new academic year. 
Pupils Voice

All pupils are involved and encouraged to take part in their own learning journey, this may be through:

  • Developing and achieving their targets
  • Self- assessment
  • Pupils voice box
  • Student Council
  • Attending parents evening.
  • Pupil questionnaire
  • Working with the learning mentor
How can I make a complaint?

If you are not happy with the provision and support in place for your child, you should contact Mr Thuhel (SENDCO) or the Deputy Head. You can complain directly to the Mrs Islam (Head Teacher). If you would like to escalate your complaint further, then you can contact the Chair of Governors.  The school complaints policy can be found on the school website.

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