Special Educational Needs and Disabilities Offer
How does our school know/identify that children have special educational needs (SEND)?
Through the carrying out of checklists in line with Gloucestershire intervention guidance, the Boxall Profile, observation, feedback from teachers, Teaching Assistants, parental liaison and other information provided by outside agencies eg: the child’s GP. Learning will be tracked and it will not be assumed that a pupil has SEND. In addition, all pupils are profiled using the Gloucestershire recommended format.
What are the first steps our school will take if special educational needs are identified?
One to one work, small group activities, working within and without of the classroom as appropriate and informing and liaising with parents. Class teachers will assess the needs of pupils, recognise where they occur and adapt teaching as required. Parents are fully informed of all intervention.
What should parents/carers do if they think their child has SEND? How can they raise concerns?
Contact the school through the SENCO or Head Teacher and arrange a meeting. Initially, however, the first point of contact is the class teacher.
How will our school include parents and students in planning support?
Through initial meetings, review meetings and a culture of on-going communication. Informal playground “chats” are very informative and parents are always welcome to request meetings.
How will our school teach and support children with SEND?
By providing support with the curriculum, through planned,differentiated lessons, an appropriate learning environment, additional support, supportive ICT and other personal assistance. All staff attend to the emotional wellbeing of each child in an active and considered manner.
For children without an Education, Health and Social Care plan (EHC)
For children with an EHC plan.
At Birdlip, children are considered individuals, are received as such and treated according to need. Children with an EHC plan will be in receipt of SEND support and decisions will be made through a process of consultation. In addition, these pupils will follow the support stated by their plan. Parents are consulted and invited to contribute to EHC planning.
How does our school plan the support? How are our resources allocated and matched to needs?
Staff discuss children, initiate communication with parents, meet with parents and plan accordingly. No decisions are made until time permits sound judgement. Teaching Assistant time is allocated to classes according to need.
How is the decision made about the support your child will receive?
As a result of the process described above resulting in planned support and agreed outcomes. All schools have an SEND budget which is expected to be used in support of pupils with SEND. £6,000 of additional support is available and further funding can be applied for.
How will progress towards identified outcomes and effectiveness of our SEND provision be assessed and reviewed by us and how will we involve parents, children and young people in this process?
SENCO, Teachers, the Head Teacher, parents and where appropriate, the child, will audit progress, review, discuss and plan accordingly on a half-termly basis or more if required. If identified outcomes are not met the school will re-assess accordingly. The forthcoming provision map will aid assessment of provision across the school.
Who will be working with your child?
The SENCO, Head Teacher, Class teacher and TA will all assess, review and support children in working towards desired outcomes. The class teacher is central to all the work undertaken with children. Outside agencies may work with children in collaboration with the school and SENCO, parents and carers.
How does our school ensure that the information about a child’s SEND or EHC plan is shared and understood by teachers and all relevant staff who come into contact with that child?
Meetings are held regularly and information shared as soon as it is relevant to do so. Plans will be updated accordingly and shared as required. The school has introduced a “My Profile” record across the key stages and parents will be invited to see it and contribute as necessary.
What role will the child’s teacher play?
Planning appropriate lessons, delegating understanding to others where required ie: TA. Liaising with SENCO, APP assessment and pupil progress meetings with parents.
What expertise does our school and our staff have in relation to SEND?
Training of staff
As a staff we have had training in First Aid, Dyslexia, Asthma, Diabetes and CEOP. We are aware/enhanced. New children with needs will have their information shared across the staff.
List areas of expertise
See above. We are not a designated school with specific expertise but, over the years, we have benefited from training in a number of areas.
What intervention programmes does our school run for children with SEND and how are they delivered? (one to one support or in groups)
One to one tuition, Dancing Bears, Bearing Away, Apples and Pears, Nessy, Rapid Maths, Fizzy Program and small group work in addition to varied teaching practice.
What teaching strategies does our school use for children with learning difficulties?
Children are treated and perceived as individuals and treated according to need.
What support does our school put in place for children and young people who find it difficult to conform to normal behavioural expectations and how do we support children and young people to avoid exclusion?
The school has sought guidance and advice from Pupil Referral Units, Educational Psychologists and Behaviour Support teams. A multilayered praise base approach to behaviour management is used across the school.
Which other services do we use to provide for and support our pupils/students?
The school makes full use of all available support services as and when need arises. This has included: educational psychologists, speech and occupational therapists.
How do we meet the needs of SEND pupils/students?
Our planning is holistic and not narrowly educational.
How do we support families of these pupils/students?
Families are supported through the school’s open communication practice and through opportunities, both formal and otherwise, to liaise, listen and discuss their children. Professional advice is frequently given and contact initiated with outside agencies.
How does our school provide support to improve the emotional and social developments of our SEND pupils/students?
How does our school manage the administration of medications?
Prescribed medications are administered after the completion a standard consent form specifying dosage and frequency. Non-prescribed medication is administered after the completion of a parental consent form. The school works in liaison with a designated school nurse.
How does our school help with personal care where this is needed?
The school has a personal care policy and individual needs are reviewed and discussed as required. The dignity of the pupil is paramount here and, when possible, personal care is planned in consultation with the individual concerned.
What is our policy on day trips, school outings, health and safety arrangements?
Risk assessments are carried out as required and the ongoing emphasis is to make all school visits as inclusive as possible.
What extra pastoral support do we offer, and what pastoral support arrangements are in place to listen to pupils/students with SEND? What measures are in place in our school to prevent bullying?
The school uses PSHE to explore and consider a range of issues, while pupils and parents are given the opportunity to discuss matters openly both within and outside of the classroom. Assemblies are also used to explore complex and challenging themes. Parents have, on occasion, been approached to share their own experiences with others.
In January 2016 the school introduced the teaching of mental health with KS2 by using ‘The Mental Health Handbook for Primary Schools’, the Pink Curriculum, parental expertise and other appropriate resources.
The introduction of a new reward system involving the use of Birdlip Badges and whole school Golden Time, alongside the use of House Points, is designed to promote good behaviour in general and gives children the chance to mix socially across the key stages.
The introduction of ‘mild, spicy, hot’ in lessons is designed to promote resilience and a good work ethic amongst the children as it gives them ownership of their own learning.
Reported bullying incidents are logged and investigated. The Governors are informed and the reported incident discussed appropriately.
Please see the school’s bullying policy.
What access do our SEND pupils/students have to facilities and extra-curricular activities available to all children?
Who will be talking to and keeping in touch with the parent/carer? (working together towards outcomes, reviewing arrangements; including looked after children)
The class teacher, SENCO, Head Teacher, teaching assistant and other agencies where applicable.
Who will explain and discuss this with parents/carers?
How will parents/carers know how well their child is doing?
SEND review meetings, pupil progress meetings, annual and interim reports.
How does our school measure outcomes and impact of the support provided to the pupil/student?
Through meetings, review of practice and pupil progress and monitoring of learning.
When and at what interval will this happen?
Who will explain and discuss this with young people? (where applicable)
SENCO, Head Teacher and class teacher.
How will our school involve young people with SEND in their education?
The school will provide opportunities to discuss, form and reflect upon learning and progress. This will occur half-termly unless otherwise required. All pupils will be completing an individual personal profile.
What accredited and non-accredited courses do we offer for young people with SEND?
How do we assess and evaluate the provision we have arranged for your child?
Through an on-going process of monitoring, evaluation and review. Parents and pupils will be invited to attend meetings and contribute during the process of intervention.
How do we prepare our school to welcome and support SEND pupils/students and how do we arrange and support a transfer to another school/educational establishment?
Transition/ welcome/ support from infant to junior, primary to secondary, special school to mainstream or reverse, moving out of county, transition at 16+, transfer to another school following exclusion.
How do we prepare our pupils/ students for adult life?
The school is a small, close community where most pupils know most others. In KS2, there are a varied group of teachers who provide a more “secondary” feel to learning. Parents, children and staff feel that this provides a good experience as preparation for secondary education. Children in KS1 regularly work and play together. Children are prepared for their next stage in education by developing their confidence, giving them experience of real life situations and managing risk
What special arrangements are made for exams?
Additional time is allocated as allowed, change of location is possible in order to avoid distraction and allow for specific needs ie: proximity to a toilet. The use of a reader or scribe is provided when needed.
What resources and equipment do we provide for children with SEND?
Enlarged texts and ICT access. In addition, the school uses a range of specific texts and learning strategies.
What arrangements are in place with other schools/educational providers when our SEND pupils/students transfer?
Additional visits to new schools in order to aid familiarity, meetings with staff from the new school, meetings with the new school’s SENCO and the transfer of all relevant information.
How accessible is our school to pupils/students with SEND?
Ramped access is available to enter the teaching area. The teaching area is all on one level. If access needs arise, the school will attend to all reasonable adjustments.
Where can you find our SEND policy?
What role do the governors have? What does our SEND governor do?
Governors regularly monitor school policies, including SEND, and meet to discuss pupil progress – anonymous data is used. Governors also collaborate on the annual SEND audit.
What can you do if you are not happy?
Approach the school and seek support/guidance/answers at the earliest opportunity. The Chair of Governors can be contacted via the school’s website and the school office. In the event of any ongoing unhappiness, parents may feel it useful to contact Gloucestershire’s parent partnership service www.gpss.org.uk
How can parents/carers arrange a visit to our school? What is involved?
Phone the school to make your request.
Who can you contact for more information?
The Head Teacher or the school’s SENCO.
When was the above information updated?
January 2016. The anticipated review date is January 2017.