SEN Information Report
Welcome to our SEN information report which is part of the North Somerset Local Offer for children with Special Educational Needs (SEN). All governing bodies of maintained schools have a legal duty to publish information on their website about the provision available, and the implementation of the school’s SEN policy. This information will be updated annually.
Ashcombe Primary School is an inclusive, fully accessible, mainstream school, which provides education for primary (aged 4 – 11) aged children. At Ashcombe, we value all members of our school community, and this report has been produced with pupils, parents and carers, governors and members of staff. We would welcome your feedback and future involvement in the review of our offer, so please do contact us. The best people to contact this year are:
- Kerry Evans (Special Educational Needs Co-ordinator - SENCo)
- Peter Turner (Headteacher)
- Dianne Slingsby (SEN Governor)
If you have specific questions about the North Somerset Local Offer please contact the SEN department directly; Anthony Webster (SEN Officer), Town Hall, Weston-super-Mare.
Our Approach to Teaching Learners with SEN
At Ashcombe School we ensure that all pupils in our schools are equally valued by having access to a broad and balanced curriculum which is differentiated to meet individual needs and abilities.
· We have effective management systems and procedures for SEN, taking into account the current Code of Practice 2014
· We have successful communication between teachers, children with SEN, parents of SEN children, intervention group leaders and outside agencies.
· We acknowledge and draw on parents’ knowledge and expertise in relation to their own child.
· Through a conferencing approach the children are encouraged to take an increasingly active role in their review cycle, in line with their readiness to do so.
· We work to develop our successful cluster work with the Weston South Cluster to develop provision and practice.
· We are committed to developing the knowledge and skills of all staff to manage the challenges of the range of needs in the school, and to ensure that all support is of high quality.
· We have an effective review cycle that allows us to monitor, review and plan for next steps of development.
· We value high quality teaching for all learners and actively monitor teaching and learning in the school. We ensure that consideration of SEN crosses all curriculum areas and all aspects of teaching and learning
How does Ashcombe School identify particular Special Educational Needs of a child?
At different times in their school life, a child or young person may have a special educational need. The Code of Practice defines SEN as:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
a) Has a significantly greater difficulty in learning than the majority of others the same age, or
b) Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”
Where pupils’ progress is significantly slower than that of their peers, despite high quality teaching targeted at specific areas of difficulty, it may be that the child has SEN. Information will be gathered, including seeking the views of parents and the pupil, as well as from teachers and assessments.
There can be many reasons for learners ‘falling behind’. These may include absences, attending lots of different schools, difficulties with speaking English, or worries which distract them from learning. The school understands that children who experience these barriers to learning are vulnerable. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
AT ASHCOMBE PRIMARY SCHOOL
In 2014-2015 our SEN Register shows that we have 12% of children in the school identified as having SEN. This percentage is made up of the following groups:
· 6.3% are identified as having SEN linked to Cognition and Learning (including maths, reading, writing and spelling etc.)
· 1.2% are identified as having SEN linked to Communication and Interaction (including speech and language difficulties and problems with social interaction)
· 0.4% are identified as having SEN linked to Physical, Sensory or Medical needs (including disabilities such as those affecting mobility, sight and hearing)
· 5.1% are identified as having SEN linked to Social, Emotional and Mental Health (including ADHD, ADD, attachment disorder, anxiety or depression)
How does the school know if children need extra help and what should I do if I think my child may have SEN?
The class teacher is responsible for the progress of each child in the class and will use quality first teaching, on-going observations and assessments to identify any causes for concern. We have developed a graduated response to identifying children with SEN. If you have concerns about your child’s progress at school around any of the following; reading, writing, number work, social and emotional development, behaviour, communication, physical or sensory development then the first person to speak to about your concerns is your child’s class teacher, who will explore your child’s progress in more detail. If the class teacher agrees that the required progress is not being made despite additional support, then your child will be referred to Kerry Evans (school SENCo). A variety of ‘in school’ tests may be used to further identify any additional need. This may lead to new strategies being used in the classroom to support your child, or a referral to an outside agency. Outside agencies include Speech and Language, Educational Psychologist, Community Paediatrician, Occupational Therapist, Physiotherapist, School Nurse, Advisory Teachers and Behaviour Support. Parents/carers will be consulted before children are referred to an outside agency, and a signature of consent will be sought.
How will the school support my child’s additional needs?
Each class teacher seeks to provide high quality education for all of the children in their care. As part of Quality First Teaching every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards 2012 detail the expectations on all teachers, and we at Ashcombe School are proud of our Teachers and their development.
Our Teachers will use various strategies to adapt access to the curriculum, this might include using:
· Visual timetables
· Writing frames
· iPads, laptops or other alternative recording devices
· Peer buddy systems
· Positive behaviour rewards system
· Differentiated work and outcomes
If your child is identified as having additional needs, extra provision will be delivered by giving children tasks at different levels, working in small groups with adult support, receiving extra practise or support in specific areas. If your child has significant additional needs then we will apply for additional funding from the local authority to support them. If the application is successful, your child will receive a personalised curriculum with support from an adult throughout the school day. This is only applicable to children with the very highest level of need in the school.
At Ashcombe School we believe that all learners are entitled to the same access to extra-curricular activities, and are committed to making reasonable adjustments to ensure participation for all. Please contact us if your child has any specific requirements for extra-curricular activities.
In order to ensure that children are making progress appropriate to their needs, we use Individual Education Plans (IEPs) or Target books. These will identify children’s next steps in their learning and allow us to monitor if these are being met. IEPs are based on an ‘Assess, plan, do, review’ cycle which allow us tailor the targets to meet the child’s needs and will specifically target areas of difficulty, therefore ensuring that all children are making progress.
All work within class is pitched at an appropriate level so that all children are able to access, feel challenged and make progress according to their specific needs. Typically this might mean that in a lesson there would be three levels of work set for the class, however on occasions this can be individually differentiated. Groupings of children can change regularly according to needs and understanding, and specific interventions are put in place for specific needs.
What support will there be for improving the emotional and social development of children with additional needs?
In addition to support received for academic subjects, there is a range of pastoral support available through our Learning Mentors. We have 4 Learning Mentors in school, who each run sessions to help children express their feelings and manage their emotions. There is always the opportunity for any child to talk with a trained adult over any concerns and anxieties, with parent’s permission. Specific support plans will be put into place for children experiencing significant difficulties with behaviour and those needing medical support, through a Pastoral Support Plan or Heath Care Plan.
Learning Mentors also have a role as Parent Support Advisor. They are available to support parents with their child’s behaviour or a wide range of additional needs for the family.
How will the school monitor my child’s progress?
Monitoring progress is an integral part of teaching and learning within Ashcombe School. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step. Before any additional provision is selected to help a child, the SENCO, Teacher, parent/carer and learner, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision. This will provide the point of reference for measuring progress made by a child within a given time scale.
Children, Parents/carers and their Teaching and Support Staff will be directly involved in reviewing progress. This review can be built in to the intervention itself, or it can be an informal meeting held at least three times per year, where we all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHC plan,) the same review conversations take place, but the EHC plan will also be formally reviewed annually.
Where difficulties persist despite high quality interventions and appropriate adjustments, advice and support may be requested from other professionals, with parent’s consent. This may involve Speech and Language Therapy Services, Occupational Therapist, an Advisory Teacher or Educational Psychologist or health services such as a Pediatrician.
The Intervention leader and head teacher collate the impact data of interventions, to ensure that we are only using interventions that work.
Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors.
Preparing for the next step
Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving in to employment. Ashcombe School is committed to working in partnership with children, families and other providers to ensure positive transitions occur.
Planning for transition is a part of our provision for all learners with SEN. Moving classes will be discussed with you and your child during term 6. Transition to secondary schools will be discussed throughout year 6 to ensure time for planning and preparation.
Have your say
Ashcombe School welcomes your views on our SEN Information Report. We can shape and develop provision for all of our learners ensuring achievement for all. This SEN report declares our annual offer to learners with SEN, but to be effective it needs the views of all parents/carers, learners, governors and staff. So please engage with our annual process to ‘assess plan, do and review’ provision for SEN.