Monteagle Primary School
Monteagle Additional Resource Provision (ARP)
School Special Education Needs Information Report
Monteagle Primary School has a clear approach to meeting the needs of pupils with Special Educational Needs and is supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress.
What need(s) could my child have?
The Code of Practice (2014) identifies four broad areas of need:
1. Communication and interaction
o Children with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
o Children and young people with Autism Spectrum Condition (ASC), including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others and on their learning.
2. Cognition and Learning
o This area includes children who learn at a slower pace than their peers, even with appropriate differentiation.
o Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
o Specific learning difficulties (SpLD), affect one or more specific aspect of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
3. Social, emotional and mental health difficulties
o Children may experience a wide range of social and emotional difficulties which are displayed in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour.
o These behaviours may reflect underlying mental health difficulties such as:
o Substance misuse
o Eating disorders
o Physical symptoms that are medically unexplained
o Attention deficit disorder (ADD)
o Attention deficit hyperactive disorder (ADHD)
o Attachment disorder
4. Sensory and/or Physical Needs
o Some children require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time.
o These difficulties include:
o Vision impairment (VI)
o Hearing impairment (HI)
o Multi-sensory impairment (MSI)
o Physical disability (PD)
Who should I contact to discuss the concern or needs of my child?
The Class Teacher is 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 / Inclusion Lead know as necessary.
· Providing specific feedback to your child on what they have achieved and how they can progress through regular marking (Orally or written) of your child’s work.
· Communicating with parents specific targets set and support implemented and reviewing these at Parents Evenings and / or specific SEN meeting.
The school’s SENCO is Gaye Young and she will:
- Offer appropriate support and attend training to provide high quality support to staff
- Advise on the graduated approach to providing SEN support
- Advise on the deployment of the school’s SEN funding allocation and other resources to meet pupils’ needs effectively
- Be the point of contact for external agencies, especially the local authority and its support services
- Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned
- Work with the headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
- Ensure the school keeps the records of all pupils with SEN up to date
- Meet with parents of children with SEN to discuss their progress, targets and any relevant information pertaining to their child
· The School Inclusion Lead, Ms Gaye Young
· The Head of Monteagle ARP is Mrs Rehana Talaimojeh
The school’s SEN governor, Mrs Bakola Adejumo, will:
- Help to raise awareness of SEN issues at governing board meetings
- Meet with the SENCo to be informed about the up to date information about SEN.
The school’s Headteacher, Sara Rider, will:
· Work with the SENCO and SEN governor to determine the strategic development of the SEN policy and provision in the school
· Have overall responsibility for the provision and progress of learners with SEN and/or a disability.
Class teachers at the school will:
· Track the progress and development of every pupil in their class
· Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching
· Work with the SENCO to review each pupil’s progress and development and decide on any changes to provision
· Ensure they follow this SEN policy
· Use Quality First Wave Teaching strategies in their daily teaching and planning.
· Inform the SENCo when there is a child is of concern and complete the relevant paperwork and action any targets and strategies that the SENCo has set with the class teacher.
· Set and review termly targets with the year group on the Provision Map and where applicable the Pupil Profile.
How can my child get help in school?
Children in school will receive support that is specific to their individual needs. This may be all provided by the class teacher or may involve:
· Other staff in the school – e.g. Specialist Teaching Assistant
· Staff who will visit the school from the Local Authority Advisory Service such as the ASD Outreach Team.
· Staff who visit from outside agencies such as the Speech and Language Therapy (SALT) Service or Educational Psychology Services (EP).
The class teacher input via good/outstanding classroom teaching:
· The teacher will have the highest possible expectations for your child and all pupils in their class.
· All teaching is based on building on what your child already knows, can do and can understand.
· Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve using more practical learning approaches or providing different resources or specific strategies adapted for your child which form part of Quality First Wave Teaching.
Specific small group work – The school refers to these as ‘Intervention Groups’:
– Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to close the gap between your child and their peers.
– The teacher, Year Group Lead will plan group session for your child with targets to help your child to make more progress.
– The TA, or teacher (or outside professional – like a Speech and Language Therapist) will run these small group sessions using the teacher’s plans, or recommended programme.
More specialist support and / or individual support:
– If your child has been identified as needing more specialist input instead of or in addition to good and outstanding classroom teaching and intervention groups, referrals will be made in consultation with parents, to outside agencies to advise and support the school in enabling your child to make progress.
– Before referrals are made you will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
– If it is agreed the support of an outside agency is a way forward, you will 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.
– The specialist professional will work with your child to understand their needs and make recommendations, which may include:
o Making changes to the way our child is supported in class e.g. some individual support or changing some aspects of teaching to support them better
o Support to set targets which will include their specific professional expertise
o Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g. a social skills group or sensory circuit
o A group or individual work with outside professional
o The school may suggest that your child needs some agreed individual support or group support in school. They will tell you how the support will be used and what strategies will be put in place.
The Next Steps – Specified Individual Support:
– 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 and you can find more details about this in the Local Authority (LA) based Local Offer, on the LBBD website:
– After the school have sent in the request to the Local Authority, 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 ask the school to continue with the support setup on the SEN Support Plan
– After the reports have all been sent in, the Local Authority will decide if your child’s needs are severe and needs more support in the school to make good progress. If this is the case they will write an Education Health Care Plan (ECHP). If this is not the case, they will ask the school to continue with the SEN Support Plan. The school will set up a meeting to ensure the SEN Support Plan is in place to ensure your child makes as much progress as possible.
– The ECHP will outline the number of hours of individual / small group support your child will receive from the school, delegated by the Local Authority and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
How will we support your child with Identified special needs when starting school?
· We will first invite you to visit the school with your child to have a look around and speak to staff.
· We may suggest adaptations to the settling in period to help your child to settle more easily.
How can I let the school know I am concerned about my child’s progress in school?
· If you have concerns about your child’s progress you should speak to your child’s teacher in the first instance.
· If you are still concerned and would like further support then make an appointment to speak to Gaye Young, the school SENCo.
How will the school let me know if they have any concerns about my child’s learning in school?
· When a teacher or parent has raised concerns about your child’s progress, and targeted teaching has not met the child’s needs, the teacher will raise this with the SENCo.
· The school also has meetings every term between the class teacher and a senior staff member in the school to ensure all children are making good progress. This is another way your child may be identified as not making as much progress as expected.
· If your child is then identified as not making progress the school will make a decision as to how best to accelerate progress, e.g. the possibility of setting up an Intervention Group. The class teacher would inform you of any interventions your child takes part in at parent meetings.
· If your child is still not making expected progress, the school will discuss with you:
o Any concerns you may have
o Any further interventions or referrals to outside professionals to support your child’s learning
o How school and home can work together, to support your child.
How is extra support allocated to children and how do they move between the different levels?
· The school budget includes money for supporting children with SEN.
· The Headteacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of the needs of the children currently in the school.
· The Headteacher and the Inclusion Lead will discuss all the information they have about SEN in the school, including:
o The children getting extra support already
o The children needing extra support
o The children who have been identified as not making progress as would be expected.
· They then decide what resources / training and support is needed
· All resources / training and support are reviewed regularly and changes made as necessary.
Who are the other people providing services to children with SEN in this school?
Directly funded by school:
· Behaviour Lead
· Parent Support Adviser
· Additional Speech and Language Therapy input to provide a higher level of service to the school
· Additional Educational Psychology input to provide a higher level of service to the school
Paid for centrally by the Local Authority but delivered in school:
· Educational Psychology Service
· Speech and Language Therapy
· Occupational Therapy
· Professional training for school staff to deliver medical interventions
· Sycamore Trust (Previously known as PACT to support families through the SEN process and procedures)
· School Nurse
· Health Visitor
· Children and Adolescents Mental Health Team (CAMHS)
How can I find out what Barking and Dagenham’s Local Offer is?
Information about Barking and Dagenham’s Local Offer can be found here:
How do I complain about the provision for my child?
We would seek to rectify any issues promptly and with minimum disruption to a child’s education. Your first point of contact should be the class teacher, SENCo or Headteacher. You should explain your concerns to them in the first instance. In the unlikely event that you are not entirely satisfied that your complaint has been addressed, you should follow the school’s complaints procedure.
The school’s complaints procedure can be found on the website.
How does the school ensure that disabled children are not treated less favourably than other children?
Disabled pupils are fully immersed into life at Monteagle Primary School, and have involvement in all aspects of events and education at the school in the same way that a child without a disability has. Reasonable adjustments are made in all areas of curricular and extra-curricular activities to ensure that all students, regardless of their special educational need and/or disability are able to access all aspects of school life.
The School’s Accessibility Plan ensures that adjustments are made to facilitate access to school buildings for those who are disabled. When pupils enter the school with specific disabilities identified, the SENCo ensures that the requirements of the pupils are passed on to all staff. This may involve support from external agencies and/or additional staff training.
· The School’s Accessibility Plan can be found on the website
What is the admissions policy for disabled pupils?
Disabled pupils apply to the school in exactly the same way as all other pupils. However, where the child has an EHCP, the admission process will be completed through the Local Education Authorities’ EHC team. The admissions information page can be found on the website.
How are the adults in school helped to work with children with a SEND and what training do they have?
· The SENCo’s job is to support the class teacher in planning for children with SEN
· The school has a school development plan, including identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include the whole school training on SEND issues or to support identified groups of learners in school, such as ASD.
· Whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with SEND.
· Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children
How will the school support my child with improving their emotional and social development?
Monteagle Primary school is a Thrive school. We use Thrive screening with all pupils to inform where Thrive based intervention is required for pupils, either in a small group or individual basis.
Thrive intervention is used to support and develop emotional and social development and well-being. This in turn supports children with being able to access their academic learning in class.
What is the school’s policy on bullying?
The school’s anti-bullying policy can be found on the school website.
How will the teaching be adapted for my child with learning needs (SEN and or disabilities)?
· Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that learning tasks are adjusted in order to enable your child to access their learning as independently as possible which forms part of Quality First Wave Teaching.
· Specially trained support can implement the teachers modified / adapted 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 and increase your child’s access to what is on offer.
How will we measure the progress of your child in school? And how will I know about this?
· Your child’s progress is continually monitored by his/her class teacher.
· His/her progress is reviewed formally at least every term.
· Pupil Progress Meeting takes place each term to discuss identified pupils who have not made expected progress and next steps are put in place to support these pupils.
· If your child is in Year 1 and above, but is not yet at National Curriculum level, and their progress is significantly below the expected, a more sensitive assessment tool is used which shows smaller but significant steps of progress. The levels are called ‘Pivats’.
· At the end of each key stage (i.e. at the end of Year 2 and Year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results are published nationally. Children who are not able to take part in the SATS are assessed against the Pre-Key Stage Standards.
· The progress of children with an ECHP is formally reviewed at an Annual Review with all adults involved with the child’s education. This is in addition SEN meeting with parents also take place during the year.
· The SENCo with the class teacher will also monitor that your child is making good progress within any individual work and in any group that take part inn.
· Children on a SEN Support Plan will be reviewed at least termly.
· A range of ways will be used to keep you informed, which may include:
o Home / school book
o Letters sent home
o Additional meetings as required
What support do we have for you as a parent of child with an SEN / and or disabilities?
· We would like you to talk to your child’s class teacher regularly so we know what they are doing at home and we can tell you about what we are doing in school. This is to ensure that we are doing similar things to support your child both at home and school and can share what is working in both places.
· The SENCo is available to meet with you to discuss your child’s progress or any concerns / worries you may have.
· All information from outside professionals will be discussed with you. The SENCo will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child.
· A home / school link book may be used to support communication with you.
· If your child is undergoing Statutory Assessment you will also be supported by the Children’s Services Inclusion advisors. They will ensure that you fully understand the process.
How have we made this school physically accessible to children with SEND?
· The school is accessible to children with physical disability via ramps.
· We ensure that equipment used is accessible to all children regardless of their needs.
· The school also has toileting facilities for children with physical disabilities.
How will we support your child when they are leaving this school? OR moving on to another class?
We recognise that ‘moving on’ can be difficult for a child with SEN / and or disabilities and take steps to ensure that any transition is as smooth as possible.
If your child is moving to another school:
o We will contact the new school’s SENCo and ensure he / she knows about any special needs identified and how this has been supported.
o We will make sure that all records about your child are passed on as soon as possible.
o We invite the SENCo to see your child in school.
· When your child moves from one year group to the next year group:
o Information is passed on to the new class teacher IN ADVANCE, a planning meeting will take place with the new teacher which will include a meeting with the SENCo and any other member of staff involved with your child.
o If your child experiences anxiety moving to the next year group a support programme will be put into place.
o When your child in Year 6 pupils moves into Secondary School:
– The SENCo will attend the Primary Transition Day to discuss the specific needs of your child with the SENCo of their secondary school.
– Where appropriate your child will visit their new school and in some cases staff from the new school will visit your child in this school.
– If we feel your child requires more transition time, we will work with the new school and yourselves to ensure this takes place.
GLOSSARY OF TERMS
SEN – Special Educational Needs
SEND – Special Educational Needs and or Disabilities
SEN SP – SEN Support Plan
ECHP – Education, Health, Care Plan
SENCo – Special Educational Needs Coordinator
SALT – Speech and Language Therapy
EP – Educational Psychologist
CAMHS – Child & Adolescent Mental Health Service