Transcript LOCAL OFFER FOR SPECIAL EDUCATIONAL NEEDS AND …
Special Educational Needs (SEN) Report
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Contents Click on boxes to go to relevant page
TYPES OF SEND
SOCIAL, MENTAL AND EMOTIONAL HEALTH
FAQs
GLOSSARY
INFORMATION
TEACHING
LEARNING CURRICULUM
BEHAVIOURAL EMOTIONAL
SUPPORT INTERVENTION
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Types of SEND
Communication and Interaction
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Children may have a delay or disorder in one or more of the areas around Attention / Interaction skills. This may mean that pupils will find it hard to:
Ignore distractions. Focus on tasks without prompts/instructions Use appropriate interaction.
Maintain peer relationships.
Initiate or maintain a conversation.
Children may have difficulties understanding / receptive language and will need:
Visual support to understand or process spoken language. Augmented communication systems. Repetition of language and some basic language needs to aid their understanding.
Children may have difficulties with speech / expressive Language and will need:
Simplified language and limited vocabulary. Frequent clarification of ideas. Development in the speech sound system. Additional grammar/phonological support.
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Types of SEND
Cognition and Learning
2 of 3 pages
Children may have difficulties with the skills needed for effective learning such as use of:
Language, memory and reasoning skills Sequencing and organisational skills An understanding of number Problem-solving and concept development skills Fine and gross motor skills Children may have a specific learning disability such as dyslexia, dyscalculia, dyspraxia or dysgraphia.
Social, Mental and Emotional health
Children may have difficulties with social and emotional development which may lead to or stem from:
Social isolation Behaviour difficulties Attention difficulties (ADHD) Anxiety and depression Attachment disorders Low self esteem Issues with self-image
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Types of SEND 3 of 3 pages
Sensory and/or Physical
Children may have medical or genetic conditions that lead to difficulties with:
Specific medical conditions Gross / fine motor skills Visual / hearing impairment Accessing the curriculum without adaptation Physically accessing the building(s) or equipment Over sensitivity to noise / smells / light / touch / taste Toileting / self care
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Teaching
Wave 1
Consistent routines and systems across the whole school. Regular assessment of pupils’ progress and setting ‘next steps’ in learning. Groups changed to reflect pupils’ learning needs for each lesson. Structured classroom environment to support learning.
Wave 2
Teacher and Learning Support Assistant targeted group and individual support in lessons as appropriate.. Assessment for Learning is used to inform planning to ensure all children’s needs are met.
Wave 3
Learning tasks are adapted to meet individual children’s needs. Careful targeting and reviewing of individual support for pupils with individual education plans (IEP) and individual behaviour plans (IBP). Support is put in place for pupils who are not making progress (stuck/slow moving).
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Learning/Curriculum
Wave 1
Pupils will have access to the National Curriculum and Religious Education. The school’s ‘creative curriculum’ will be adapted to take account of the needs of groups and individuals. Termly Parents’ Evenings.
Wave 2 Wave 3
Pupils with specific needs are identified through Pupil Progress meetings, class teacher discussions with Inclusion Manager and discussions with parents. Intervention programmes for small groups and individuals are planned with support from the Inclusion Manager and class teacher. The school responds to any concerns raised by parents via class teacher or Inclusion Manager. Additional testing and/or planning for needs are carried out by the school and outside agencies. Intervention programmes for small groups and individuals are planned with support from the Inclusion Manager and class teacher. IEPs/IBPs are written and reviewed by the pupil, class teacher and Inclusion Manager and are shared with parents each term at Parents’ Evenings.
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Support/Intervention
Wave 1
Every class has a Teaching Assistant to assist the class teacher in ensuring pupils’ needs are met in the core subjects of English and Mathematics. A visual approach to learning is used throughout the school with a focus on a creative curriculum. The school uses activities to develop and consolidate problem solving, investigation and memory skills
Wave 2
The school has a team of fully trained teaching assistants who can provide support in a range of areas such as: English, Mathematics, Speech, language and communication skills, Memory skills and behavioural and emotional support.
Wave 3
Pupils with SEND in school may also be supported by external agencies and parents are consulted. The primary contact for these agencies is the Inclusion Manager although class teachers and teaching assistants are also involved.
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Behavioural/Emotional
Wave 1
Every class has a teaching assistant to assist the class teacher in ensuring pupils’ needs are met in the core subjects of English and Mathematics. A visual approach to learning is used throughout the school with a focus on a creative curriculum The school uses activities to develop and consolidate problem solving, investigation and memory skills
Wave 2
The school has a team of fully trained teaching assistants and ELSAs who can provide support in a range of areas such as: English, Mathematics, Speech, language and communication skills, Memory skills and behavioural and emotional support.
Wave 3
Pupils with SEND in school may also be supported by external agencies and parents are consulted. The primary contact for these agencies is the Inclusion Manager although class teachers and teaching assistants are also involved.
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FAQs 1 of 4
What should I do if I think my child may have special educational needs?
Talk to us – we are a welcoming school and are committed to maintaining good communication links with parents. If you have concerns, speak to your child’s class teacher in the first instance and/or arrange an appointment to speak to our Inclusion Manager at a mutually convenient time.
How will Newbridge Junior School staff support my child?
Our Inclusion Manager will closely monitor all provision and progress of any child requiring additional support. The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. There may be a teaching assistant (TA) working with your child either individually or as part of a group; if this is seen as necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts.
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FAQs
How will the curriculum be matched to my child’s needs?
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All teachers are teachers of children with SEND. All teachers plan to include everyone in their lessons and work is provided at the appropriate levels for children to access their learning and make good progress. The quality of teaching and learning is monitored closely by the Senior Management Team.
How accessible is Newbridge Junior School?
We make every reasonable adjustment possible. Part of the school site is across two levels but we have a stair lift to access the upper floor. We also have a disabled toilet. Any other resources needed for access may be assessed by the Occupational Therapy and Physiotherapy Services in order for us to ensure ease of access and safety for all.
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FAQs 3 of 4
What support is there for improving behaviour, attendance and avoiding exclusion?
As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. If a child has behavioural difficulties a Pastoral Support Plan (PSP) is written alongside the child and parents to identify the specific issues, put relevant support in place and set targets. Our Behaviour Manager will guide the child in reflecting upon their behaviour. If needed, our Behaviour Manager alongside our team of Emotional Literacy Support Assistants (ELSAs) will provide short-term 1:1 support in class.
What specialist services and expertise are available at or accessed by Newbridge School?
Some of the agencies we work with are: Child and Adolescent Mental Health Social Care Educational Psychology Occupational Therapy Speech and Language Therapy Outreach (for learning) Multi-agency Behaviour Support (MABS) School Nursing Service.
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FAQs 4 of 4
What training has staff supporting children with SEND had?
Our Inclusion Manager is a qualified teacher and has achieved a Masters Level National Accredited SENCo Award. As well as in-school guidance, we also receive training from many of the external agencies listed on the previous page. We have a team of fully trained Emotional Literacy Support Assistants (ELSAs) who receive regular support from the Educational Psychologist. Most of our TAs have had training in delivering reading, spelling and phonics programmes; writing intervention; Precision Teaching (Literacy and Numeracy) and First Class @ Number (a maths intervention).
Who can I contact for further information?
Your main point of contact would always be the class teacher and then following this you may need to speak to the Inclusion Manager (Mrs Anne Cope).
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GLOSSARY
Assessment for Learning
Assessment that carries on all the time through marking and questioning – in other words, not tests!
Educational Psychologist ELSA
An educational Psychologist is specially trained to assess a child’s ability. In the case of children with the most complex needs who are failing to make progress, they might be called upon to investigate a child’s strengths and weaknesses and advise teachers how best to support a child.
An ELSA is a member of staff who has undergone specialist training in ways of supporting children develop their emotional literacy skills. The one to one sessions they provide typically last for 6 weeks. The sessions are tailored to the needs of the individual but can cover topics such as anger management, self esteem and social skills.
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GLOSSARY
Emotional Literacy
Emotional literacy concentrates on how well you deal with your emotions and the emotions of people around you
IBP IEP Behaviour Manager
An Individual Behaviour Plan (IBP) details how a school will support a child with behaviour needs An IEP is a document created by class teachers to address a child’s special educational needs. It sets out targets for a child to work on in class and identifies the staff and resources that are allocated to achieve these. The IEP is reviewed on a termly basis.
Mr Mills is our Behaviour Manager who keeps an overview of children with behavioural and emotional needs on a day-to-day basis.
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PSP
GLOSSARY
Precision Teaching SEAL
A Pastoral Support Plan (PSP) is a document created to address a child’s behaviour issues. The children involved in this process are at risk of exclusion. The aim of the document is to analyse why a child is displaying challenging behaviour and to put in place measures to help reduce these issues.
This is a nationally recognised teaching method used to develop a child’s basic skills. It is delivered by a teaching assistant who has undergone extra training.
SEAL stands for Social, Emotional Aspects of Learning. This programme of study focuses on children’s difficulties in understanding and managing their feelings, working co-operatively in groups, motivating themselves and demonstrating resilience in the face of setbacks.
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This information is intended for parents of pupils attending Newbridge Junior School from September 2014 and is, as far as we are aware, correct at the time of publishing.
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For further information, please contact the school.
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