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SEN

Expectations

All children at Streatham have access to a broad and balanced curriculum where all staff have high expectations for all pupils, working from their prior learning and personalising their targets accordingly. Learning opportunities take account of possible areas of difficulty so that any barriers to achievement can be overcome,  through inclusive learning and teaching opportunities.

Definition of SEN

‘A pupil has SEN where their learning difficulty calls for special educational provision,  that is provision that is different from or additional to that normally is available to pupils of the same age.’ The New Code of Practice 2014.

Roles and Responsibilities

The Headteacher, SENCO, Teachers and Governing body work together to determine how additional support is provided for children with SEN and how SEN is developed within school.

All teachers are responsible for the progress of pupils in their form/subject classes.

If parents need further information and advice they should contact the SENCO via the office – Miss S Clayton.

The SENCO is responsible for:

  • Co-ordinating provision for children with SEN and developing the school’s SEN policy.

  • Liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties.

  • Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs.

  • Monitoring progress and effectiveness of provision.

  • Ensuring that parents are involved in supporting and reviewing their child’s learning.

Headteacher – Ms Linda White

The Headteacher is responsible for the day to day management of all aspects of the school, including the provision made for pupils with SEN.

Types of Need

The New Code of Practice identifies four broad areas of special need, under which SEN can be classified.

  • Communication and interaction

  • Social, emotional and mental health difficulties

  • Sensory and / or physical needs

  • Cognition and learning

These categories help us to plan provision. Identification of a specific type of need does not necessarily mean a plan of support is put into place. We put support in place only when we feel it would be beneficial to a child’s development. Our school priority is to provide early intervention in order to achieve targeted outcomes. This may be done through observations, SEN interventions or through advice from external agencies.

Quality Teaching

All children at Streatham have access to inclusive teaching and opportunities within each department. Teachers and practitioners make reasonable adjustments to accommodate differences in learning styles and vary opportunities depending on the needs of their pupils to promote progress. Teaching is monitored through lesson observations. Planning and work is monitored on a termly basis to ensure there are high expectations and standards across the school. Progress is carefully tracked twice yearly. 

Identification of SEN

Teachers are continually assessing and monitoring pupils in their groups and this is reviewed regularly with senior leaders within the school. Through this, the needs of children are seen to either be being met or not. If a pupil is not making the expected progress, staff consider if they have a full understanding of the pupil’s learning profile to identify whether any SEN is impacting on their learning. At this point, the setting may wish to consult with outside professionals to help gain a better understanding of a child’s profile, e.g. the school’s Educational Psychologist. All factors that may impact on learning, such as emotional issues, motivation, appropriateness of teaching and learning environment are considered to decide if the lack of progress is caused by SEN.

Parents are part of the whole identification process and if the setting decides that additional and different provision is necessary for the pupil to make progress, the child will be placed on the SEN register and SEN support will be put into place.

Assess

The setting will gather all information available concerning the identified child to gain an accurate picture of the child’s needs. This could include teacher, pupil, parents, SENCO and outside agencies and will provide information such as attainment, learning styles and projected targets.

Plan

A support plan will be put into place to outline strategies that will be used in order to achieve specific outcomes. The plan will include:

  • Quality inclusive teaching approaches that are effective in enhancing the pupil’s learning.

  • Proven interventions to achieve specific targets – and how they will be delivered and monitored.

  • Any focused support from a teaching assistant in class. This should be purposeful, with the ultimate aim to develop the pupil’s independence and maximise pupils contact with the practitioner.

  • Resources to ensure access to curriculum or environment.

  • Suggestions as to how the parent and / or pupil can contribute to the plan.

Do

Once pupils have a support plan, this becomes a working document which can be annotated on a regular basis to show progress towards outcomes and new targets set. Adjustments can be made as necessary. The teacher manages the plan and actions and is accountable for the outcomes. Any concerns the practitioner has over the plan will be discussed with the SENCO.

Review

Reviews with the form teacher and / or SENCO will take place to review outcomes of support. The plan may be adapted or a new one devised to enable the pupil to achieve their next steps in learning.

At the review, further options may be put into place if a pupil is not making the expected progress or achieving outcomes on their support plan.

  • Advice or assessment may be requested from external agencies to help school put in place different / more appropriate support for the pupil.

  •  Funding may be requested from the LA/parents if additional support is required. 

Tracking Progress

We track progress of all pupils and record the level they are working at, twice yearly. Parents are informed of their child’s progress. Any child not making progress is highlighted and immediate catch up interventions are put into place.

Children with SEN are tracked in the same way. Individual support plans are reviewed termly and interventions are evaluated. Parents are given the opportunity to discuss their child’s progress regularly with the SENCO.

Transition

Transition arrangements within school may include additional visits to the child’s new class and additional meetings between staff in school and outside professionals to pass on information, support plans etc.

Equal Opportunities

We ensure that children with SEN engage in school activities alongside pupils without SEN. We ensure that direct or indirect discrimination does not take place by following our Behaviour and SEN Policy.

Social and Emotional Development

Children many experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour.

Social and emotional development is part of the school curriculum and children are given opportunities to discuss and explore their feelings and the feelings of others within a safe secure environment. There may be a need to include external professionals to offer the children more support.

SENCO’s

The SENCO’s- Miss S Clayton is responsible for:

Coordinating all the support for children with SEND and developing the school’s
SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.

Their role ensures that you are:

  • Involved in supporting your child’s learning.

  • Kept informed about the support your child is getting involved in reviewing how they are doing.

  •  Part of planning ahead for them.

  • Liaising with all the people who may be supporting your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.

  • Updating the school’s SEND record of need (a system for ensuring all the special educational, physical and sensory needs of pupils in this school are known and understood) and making sure that there are excellent records of your child’s progress and needs.

  • To provide specialist support for teachers and support staff in the school so they can help your child’s form teacher to write plans that specify the targets set out for your child to achieve.

  • Organising training for staff so they are aware and confident about how to meet the needs of your child and others within the school.

SENCO’s can be contacted by: Telephoning (0151) 9241514 or visiting the school to make an appointment.

Their role involves:

  • The day to day provision for pupils with Special Educational Needs and/or Disabilities.

  • Meeting with outside agencies and to plan provision.

  • Attending to pupil’s medical needs.

  • Administration.

Teaching Assistants (TA’s)

A TA may be allocated to a pupil with exceptional Special Educational Needs and/or Disabilities (SEND). Whilst they take a very valuable role in supporting your child’s education it is preferred that any questions you may have regarding your child’s learning and progress be directed to either your child’s teacher or the SENCO. We do of course encourage daily dialogue between parents and TA’s on how your child’s day has been and actively encourage this communication.

Headteacher – Ms White is responsible for:

  • The day to day management of all aspects of the school including the support for pupils with Special Educational Needs and/or Disabilities. She will give responsibility for these pupils to the SENCO’s.

She must make sure that the Governing Body is kept up to date with any issues in the school related to SEND and is:

  • Making sure that the school has an up to date SEND Policy

  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all pupils in the school

  • Making sure that the necessary support is made for any pupil who attends the school who has SEN and/or disabilities.
  • Making visits to understand and monitor the support given to pupils with SEN and/or disabilities in the school and being part of the process to ensure your child achieves his/her potential in school.

How could my child receive help at Streatham Schools

Form Teacher/Practitioner input:

  • The teacher/practitioner will have the highest possible expectations for your child and all pupils in our setting.

  • All teaching and learning 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 things like using more practical learning or providing different resources adapted for your child.

  • Putting in place specific strategies (which may be suggested by our staff or staff from outside agencies) to enable your child to access the learning task.

Specific small group work

It may be that a pupil may benefit from working in a small group to access specific learning. Led by a Teacher or Teaching Assistant/practitioner under the guidance of the Teacher. This will mean that:

  • Your child may take part in group sessions with specific targets to help them make progress.

  •  A Teacher or Teaching Assistant (TA) or practitioner may run small group sessions.

This level of support is available for any child who has specific gaps in their understanding of a subject/area of learning.

How will the school support your child with identified special needs starting at school?

  •  The setting will invite you to visit with your child to have a look around the school and then attend a taster session.

  • If other professionals are involved, a meeting will be held to discuss your child’s needs, share strategies used and ensure provision is put in place before your child starts.

  •  The school may suggest adaptations to the settling in period to make the transition easier for your child.

How do I let the school know if I have concerns about the progress my child is making?

  • If you have concerns about your child’s progress you should speak to your child’s form teacher initially.

  • If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the SENCO or Headteacher.

  • If you are still not happy you can speak to the school Governors.

How will the school let me know if it has concerns about my child’s learning?

  • When a teacher or parent has raised concerns about your child’s progress and targeted teaching has not met their needs, the teacher will raise this with the SENCO.

  • If your child is then identified as not making adequate progress the school will make a decision about whether to monitor this or inform you of this. If your child is still not making expected progress the school will discuss with you:
    – Any concerns you may have
    – Any further interventions or referrals to outside professionals to support your child’s learning
    – How the school can work in partnership with you to support your child at home and in school

What training or help is given to staff to help them support children with SEND?

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 whole school training on SEND issues or to support identified groups of learners in school, such as ASD/AS, speech and language etc.

  • Whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with an SEND.

  • Individual teachers and support staff attend training courses run by outside agencies.

How will the teaching be adapted for my child with learning needs SEN/and or disabilities?

  • Form teachers plan lessons according to the specific needs of all groups of pupils in their rooms and will ensure that learning tasks are adjusted in order to enable your child to access learning as independently as possible.

  • Specially trained support staff 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 the school measure the progress of your child in school? How will I know about this?

  • Your child’s progress is continually monitored by his/her teacher.

  • Progress is reviewed formally every term including attendance, engagement in learning and behaviour against age related expectations.

  • You will be invited to attend two Parents Meetings a year and your child will receive two reports per year.

 What support do we have for you as a parent of a child with an SEN/and or Disabilities?

  •  We would like you to talk to your child’s form teacher regularly so the school knows what they are doing at home and they can tell you about what they are doing to support them in school.

  • The SENCO (Miss S Clayton) 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, with the person involved directly, or where that is not possible, in a report. The SENCO will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child.

  • Individual education plans or learning and development plans will be reviewed with your involvement each term.

  • The homework diary may be used to support communication with you, when this has been agreed to be useful for you and your child.

How will the school support your child when they leave or move on to another class?

If your child is moving to another school:

  •  All records will be passed on as soon as possible

  • Extra transition visits if needed will be arranged

Transition within the school:

  • Information will be passed on to the new form teacher in advance and in most cases, a planning meeting will take place with the new teacher and transition days will be set up to familiarise the pupil with the new year group and teacher. All personal learning, development plans and SEN (where necessary) will be shared with the new teacher.

Useful Terminology
SEN – Special Educational Needs
SENCO – Special Educational Needs Co-ordinator
SLT – School Leadership Team
TA – Teaching Assistant
LA – Local Education Authority

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