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Special Educational Needs and Disabilities (SEND)

 

 

Special Educational Needs and Disabilities (SEND) Report

SENCO

Suzanne Harrison

Contact Number: 01274 573396

 

At The Academy at St. James all our policies, procedures and practice have regard to the SEND Code of Practice and the Equality Act.  This policy has also been written with regard to:

  • School Safeguarding Policy
  • Teacher Standards 2012
  • National Curriculum in England : Framework for Key stages 1 and 2

This policy was created by the school’s Special Educational Needs Coordinator (SENCO) in consultation with the Special Educational Needs Governor, Senior Leadership team, wider staff team, parents and pupils.

A copy of the SEND Code of Practice is available in school for parents to read. This policy will be available to all parents and prospective parents on request.

The SEND policy can be found on the policies page.

For information on Bradford Councils Local offer please click here

 

Special Educational Needs and Disability (SEND) report autumn 2018

As a church school Academy at St James promotes an ethos of nurture and care for all pupils regardless of their academic achievement or levels of need. We strive to help each child reach their academic and social and emotional potential. This is done through promoting a child centred approach to learning and providing extra nurturing when needed.

All children, at some time, will need extra help as learning is not a linear progression. Some children will always need extra support dependent on the nature of their need or disability.

Our school uses the graduated approach to assessing, supporting and possibly, making a referral to, specialist services which follows the guidance laid out in Bradford Councils Children’s Services for SEN.

 

The breakdown of SEND (Special Educational Needs and Disabillities) Autumn 2018

 

 

Year Group

 

 

No. on Roll

 

No. on SEND register

 

Quality 1st teaching Range1

 

Range 2

IEP created

 

 

Range 3

IEP created

 

 

Range 4

IEP created

 

 

MSP Not funded

 

MSP/EHCP

Issued by Bfd Education

 

Range 5

EHCP in place

FS1   3 0 1 2        
FS2   13 8 5 0        
Yr1/2   21 6 13 0     2 EHCPs  
Yr3   14 4 1 4   2 1 EHCP 1
Yr4   14 4 8 0 1   1 EHCP  
Year5   12 6 2 2 1   1MSP 1 EHCP  
Year6   11 6 2 3        
Total   88 34 32 11 2   6  

 

Extra funding may be available from the local authority to part fund a My Support Plan (MSP). It should be available if an Education Health and Care Plan (EHCP) is put in place by the authority.

 

Breakdown of SEND by Primary Need

Key to abbreviations

SLC = Speech, Language and Communication               SLD= Severe learning Difficulties

CLD =Cognition and Learning Difficulties                        VI =Visually Impaired

SpLD= Specific Learning Difficulties                                 PD(M)= Physical Difficulties (Medical)

CID = Communication and Interaction Difficulties          HI =Hearing Impaired

ASC= Autistic Spectrum Condition

 

 

Year Group

 

 

SEMH

 

CLD

 

SLC

 

SpLD

 

CID

 

PD(M)

 

HI

 

VI

 

ASC

 
FS1     2   1          
FS2 1 2 9 1            
Yr1/2 2 6 7 1         1  
Yr3 2 1 2 1 1 1   2 2  
Yr4 2 3 9 1         1  
Year5 5 5       1 1      
Year6 4 7                
Total                    

 

 

Identification of individual extra learning need

  • A child may be admitted to school with an already identified need. When this happens school will liaise with the identifying agency, usually health, to put provision in place.
  • If concerns arise after admission school will observe and monitor the child. The key adult will keep close records to help to pin point the nature of the need. The key adult, SENDCo and or pastoral team leader will discuss the child’s needs and schools concerns and discuss ways of supporting the child.
  • Consent may be sought for permission to make a referral to a specialist service, Speech and language, paediatrics via the school nurse, specialist teaching services etc.
  • Acknowledgement of any parental concern is vital, parents know their child best. Concerns will be listened to and taken into account if referrals are made.
  • Parents are fully involved in any steps that need to be taken and their views will be considered.
  • Where a child’s needs are impacting strongly on their life and learning the school may want to apply to the authority for a My Support Plan. The school must follow what is known as The Graduated Approach. This means that over time the school must observe, assess, plan and put in place a strategy of support for the individual, this will be different for each child. If the impact of everything that is tried does is minimal the school will then seek outside guidance. School is required to detail what has been put in place and must be able to show evidence before outside support will accept a referral.
  • If, after external support and following their advice, things remain the same school will then apply for a My Support Plan (for range 4 level of need) or an Education, Health and Care Plan (for Range4+, Range 5 and beyond level of need) This is a lengthy process involving a demonstration of everything school has done, with its impact, and including a breakdown of costs incurred by the school. Once an application has been submitted awaiting the outcome can be very frustrating for both school and parent.

 

Admissions to Academy at St James

Admissions are in accordance with Bradford’s Admissions Policy. Where a child has an EHCP the local authority would normally contact the school to consult about the schools ability to meet the child’s needs. Parents will be part of the consultation process and can also get support from Barnardos SENDIASS based in Listerhills Science Park.

Children who have an identified need pre entry into early year’s school will be contacted by the early year’s practitioners and possibly the pastoral team leader in order to gather as much information as possible about your child to make transition from home to school as smooth as we can.

St James staff will visit the child at home and invite both parent and child to visit the setting before starting school.

A phased entry might be suggested to lessen stress on the child.

At the other end of school, in year 6, liaison with the feeder secondary schools begins long before the children leave primary. In some cases visits with parent and child at the end of year 5 might be suggested if the young person has particular needs that are best met in a secondary school that requires transport. Once parents have made their choices, submitted their applications and received notification of their child’s allocated school there are many opportunities for the children to meet key people from their receiving year group and visit the school before the official authority transition days.

 

Parental and Pupil Support and involvement in managing extra needs.

As a school we will always involve both parents and child in discussions around their needs wherever possible.

The key worker of the pupil, class teacher, support teacher and/or nurture provider will discuss any concerns about and observations of the child and encourage the parent to do likewise. Discussions maybe informal at the start and end of the school day and may also be more formal where specifics and actions will be talked about. Different teachers, dependent on age and year group of the child, may have the opportunity to spend longer in impromptu discussions than others but all staff will make themselves available to see parents with notice. These meetings will be over and above the normal parent teacher appointments throughout the academic year.

Dependent on the type and degree of need it could be decided to make a referral to health or education services for support and advice. This would be as a result of the ongoing assessment and record keeping, differentiation and guidance available in school. Parents will always be involved in the process and decision making together with the SENDCo who will need parental consent for any referral made.

If an outside agency is to observe or work with an individual child it is normal that parents will be invited to meet and talk to the specialist ahead of any contact with the child.

The key adults, including the SENDCo will always be happy to arrange meetings to keep parents up to date.

The Pastoral Team, led by Mrs Albentosa work with individual and small groups of children to encourage and develop their social and emotional wellbeing as well as attend sessions or meetings with parents. Mrs Albentosa and Mr Smart are usually available to work with parents and other agencies.

 

Pupil Support

Children with extra needs will be supported in a variety of ways once a difficulty is identified. It may be referral to the in-house speech and language therapist, differentiation by ability, provision of particular seating, non-slip Dycem matting to hold work in place, support in a particular subject or interventions in a small group.

Some children find a visual timetable with pictures, in sequence, of the session’s activities helpful, others may benefit from lined paper or a shaped writing implement. For some children with motor skills issues a “wobble” cushion on their chair, a writing slope or alternative methods of recording can be beneficial.

Depending on the assessed level of need individuals could have their individual targets which are tailored to specific areas of need. These are known as an Individual Education Plan (IEP) and are regularly updated as progress is made. – Children at Range 1 Quality First Teaching do not have an IEP, differentiation is identified in the teachers planning. –   Parents should receive a copy and staff are available to answer any queries. IEPs have a parent’s support column on the right hand side which gives parents ways to support the achievement of the targets.

 

Extra External Support for pupils with extra needs

Schools are able to buy-in support from the local authority, in some cases it is free, to get advice and support in how to best help individuals. These are known as the High Incidence and Low Incidence Teams. The Low Incidence team is available for pupils with physical difficulties, visual and auditory impairment and lifelong conditions where alternative equipment could be needed. The High Incidence Team includes specialists in Cognition and Learning Difficulties, Autistic Spectrum Condition and Social, Emotional and Mental Health.

The school nursing service is able to refer to Child and Adolescent Menth Health Services (CAMHS) Paediatrics and Child Development Centre and Occupational Therapy based at St Lukes Hospital.

St James also has a bought-in counsellor working one day a week with particularly vulnerable pupils along with a variety of other agencies that offer a variety of activities to children with emotional difficulties.

Extra non class based support

The Pastoral Team offer alternative provision at lunchtime where the more vulnerable can have their lunch in The Bumble Bee Cafe, eating in a family style group with mentors sitting with them and offering Nurture sessions in The Hive to those nominated by their teachers.

School will always try to make any school trip accessible to all involved, a full risk assessment takes place prior to the trip and extra provision is put in place where necessary to ensure inclusion for all..

 

SEN Complaints Process

If a parent or carer have a complaint about the SEND provision in the school they may initially contact:

  • the class teacher
  • The SENCO
  • The deputy headteacher
  • The Headteacher

In response the classteacher and SENCO will provide evidence of work undertaken, targets and assessments of progress, to be discussed with the parents. If the problem is still not resolved the parents may then follow the directions of the complaints policy, accessed on the website.

Access

The Academy at St James is contained on one site and in one main building.  The school has the facilities to accommodate children with physical disabilities.