SEND Local Offer
further information about the local offer in Telford and Wrekin is available at the above link
CRUDGINGTON PRIMARY SCHOOL WITH AN INCLUSIVE ETHOS.
HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP?
At Crudgington Primary School, children are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:
- Liaison with previous school or pre-school setting
- Child performing below ‘age expected’ levels or equivalent (e.g. percentile rankings)
- Concerns raised by a parent
- Concerns raised by a teacher: for example, if behaviour or self esteem is affecting performance
- Liaison with external agencies e.g. for a physical/ sensory issue, speech and language
- Use of tools for standardised assessment such as: Language Link, Sandwell Numeracy, DEST (Dyslexia Early Screening Test)
- Children with a Statement / EHCP (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority.
HOW DO I RAISE CONCERNS IF I NEED TO?
- Talk to us – contact your child’s class teacher about your concerns initially. If you feel that you would like to speak to a senior member of staff, ask to arrange an appointment with the SENDCo (Special Educational Needs Coordinator: Mrs Turner) Appointments can be arranged in person, by phone or by email. Please see the school contact details at the end of this report.
HOW WILL THE SCHOOL SUPPORT MY CHILD?
WHO WILL OVERSEE, PLAN AND WORK WITH MY CHILD AND HOW OFTEN?
- The class teacher will oversee, plan and work with each child with SEND in their class to ensure that appropriate progress is made in every area
- Our SENDCo oversees the progress of any child identified as having SEND
- There may be an LSA (Learning Support Assistant) or HLTA (Higher Level Teaching Assistant) working with your child either individually or as part of a group. The content of this support will be explained to parents when support begins, as part of a child’s bespoke programme of learning and is reviewed and updated during termly learning conversations.
WHO WILL EXPLAIN THIS TO ME?
- The class teacher will meet with you formally on at least a termly basis (this could be part of learning conversation meetings or separately), in order to discuss your child’s progress and the support that they are receiving
- Class teachers are always happy to discuss your child’s needs if you have questions or concerns between more formal meetings. Please speak to them directly to arrange this
- An appointment can be made with the SENDCo to discuss support in more detail if required.
- IEPs (Individual Education Plans) will be shared with you and your child (age appropriate)
WHAT SUPPORT WILL THERE BE FOR MY CHILD’S OVERALL WELL BEING?
WHAT IS THE PASTORAL, MEDICAL AND SOCIAL SUPPORT AVAILABLE IN THE SCHOOL?
- The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class
HOW DOES THE SCHOOL MANAGE THE ADMINISTRATION OF MEDICINES?
- The school has a policy regarding the administration and managing of medicines.
- Parents need to contact the school office if prescribed medication is recommended by healthcare professionals and needs to be taken during the school day. Any medication must be given to the school in the packaging that it was dispensed in by the pharmacy, with the child’s name and administration information clearly shown. A form must also be completed by the parent and medicines handed into and collected from the school office
- On a day-to-day basis, the administrative staff generally oversee the administration of any medicines. Another member of staff will always witness any administration
- As a staff, we have regular training and updates on conditions and medication affecting individual children, so that all staff are able to manage medical situations
- The vast majority of staff hold first aid qualifications, which are updated regularly.
WHAT SUPPORT IS THERE FOR BEHAVIOUR, AVOIDING EXCLUSION AND INCREASING ATTENDANCE?
- The school has adopted behaviour and exclusion policies available on the school website. If a child has significant behaviour difficulties, an Individual Behaviour Management Plan (IBMP) is written to identify the specific issues, put relevant support in place and set targets with a view to identifying and addressing the underlying reasons behind the behaviour.
- The school has adopted behaviour and exclusion policies available on the school website. If a child has significant behaviour difficulties, an Individual Behaviour Management Plan (IBMP) is written to identify the specific issues, put relevant support in place and set targets with a view to identifying and addressing the underlying reasons behind the behaviour. The school works closely with Behaviour and Inclusion Services, Behaviour and Inclusion Services,
- The school has an adopted attendance policy. Attendance of every child is monitored on a daily basis by the school. Lateness and absence are recorded and reported to the Headteacher.
- The school are also able to support families in making contact with other agencies who can provide appropriate support. The school are also able to support families in making contact with other agencies who can provide appropriate support.
HOW WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS?
- Children who have IEPs or IBMPs discuss their progress and targets when these are reviewed (age appropriate), as well as at termly learning conversation meetings
- Children are routinely asked to reflect on their learning and share how they feel they are progressing during the course of their daily learning journey
- All children are provided with the opportunity to be voted onto the school council, as well as hold other positions of responsibility, by their class or teachers.
- children have the chance to comment on their personal target sheets
- Our school has an adopted accessibility policy
- All areas of the school are accessible by wheelchair. Ramps are provided near stepped areas and one disabled parking bay is available in the front car park, car park.
- Accessible toilet facilities are available within the main school building.
HOW WILL THE CURRICULUM BE DIFFERENTIATED TO MATCH MY CHILD’S NEEDS?
- The long term curriculum plans are available to parents on the school website, alongside ideas for how parents can support their child’s learning outside of school
- All learning activities within class are planned and differentiated at an appropriate level, so that all children are able to access learning according to their specific needs. Typically, this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this might be individually differentiated
- The class teacher, alongside the SENdCo will discuss a child’s needs and what support will be appropriate
- Children with SEND will have access to the appropriate resources needed in order to help them to make progress e.g. phonic mats, coloured overlays, Numicon
- The SENdCo reports to the Head teacher and Governors regularly to inform them about the progress of children with SEND and how resources are being used. Information provided will never name individual children in order to maintain confidentiality at all times
- The governor responsible for SEND also meets regularly with the SENDCo. They report on their visit to the governors to keep them all informed with school or LA (Local Authority) information
- The governors agree priorities for spending within the SEN budget, including the Pupil Premium, with the overall aim that all children receive the support that they need in order to make progress. This will include resourcing appropriate equipment and facilities.
- Ensuring that the child is making progress academically against national/ age expected levels (or equivalents) and that the gap is narrowing between them and their peers
- By reviewing children’s targets in IEPs and ensuring that they are being met
- Through verbal feedback from the child, the parent and teacher to build a wider picture
- Through children moving off the SEN Register when they have made sufficient progress – parents will always be informed if this has taken place.
HOW WILL I KNOW HOW MY CHILD IS DOING AND HOW WILL YOU HELP ME TO SUPPORT MY CHILD’S LEARNING?
WHAT OPPORTUNITIES WILL THERE BE FOR ME TO DISCUSS MY CHILD’S PROGRESS?
- You are welcome to make an appointment to meet with either the class teacher or SENDCo at any time throughout the year and discuss how your child is getting on. We can offer advice and practical ways that you can help to support your child at home
- Every child has a red home/school diary where parents and school can communicate in ‘informal’ written form. These books are checked by school staff as often as possible
- Your child may have an Individual Education Plan that will have individual/group targets. This is discussed with you on at least a termly basis and parents are provided with a copy. The conversation will also provide suggestions as to how you can support your child’s learning at home. All parents are offered a termly opportunity to participate in a learning conversation
- When the child’s IEP is reviewed, comments are made against each target to show what progress the child has made
- If your child has complex SEND they may be part of an IPA, have a Statement of SEN or EHCP. In such instances a formal meeting will take place to discuss your child’s progress and a report will be written at least annually.
- As a school we track and analyse the children’s’ progress in learning against national expectations (which still exist) and age related expectations on a half-termly basis
- The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s’ progress from entry at Year R through to Year 6, using a variety of different methods. Please ask the school if you require any further details
- Pupil Progress Meetings are held each half term between each class teacher and the Head teacher or Assistant Head Teacher. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed
- The Headteacher and SENDCo report regularly to the Governing Body. We have a governor who is responsible for SEN, who meets regularly with the SENDCo and attends briefing sessions They also report back to the Governing Body (see section 6)
- All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and may discuss this in advance with parents. It might be appropriate for a parent/carer to accompany a child on a school trip, depending upon the child’s individual needs
- A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities that will cover the same curriculum areas will be provided within the school environment, wherever possible.
- The school offers full wraparound facilities and offers a variety of after school clubs. We aim for these to be as inclusive as possible and may provide additional staff or sessions in order to achieve this. Some children find the lunchtime period challenging. Depending upon their needs, it might not be appropriate for them to eat in the dining hall with a large number of children or spend long periods of time outside. Each child’s needs will be considered on an individual basis.
- We encourage all new children to visit the school prior to starting
- We can create ‘social stories’ with/for the children if transition is likely to prove challenging
- For children starting in Reception, the Headteacher holds a meeting for parents in addition to planning a series of visits for children throughout the second half of the Summer Term, in order to help children, parents and staff get to know each other
- A transition form is sent to all pre-schools and other schools prior to children transferring to A transition form is sent to all pre-schools and other schools prior to children transferring to Crudgington. The EYFS Manager will visit the setting.
- We liaise closely with the staff when receiving and transferring children to and from different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood
- If your child has complex needs, then an IPA, Statement or EHCP review will be used as a transition planning meeting to which we will invite staff from both schools
- Transition between year groups and key stages within the school will be dealt with as part of our annual programme of transition and handover to the next class teacher
- At any point where a child with SEND is preparing to leave our school, we would seek to arrange additional visits for the child in question to support smooth transition. Many secondary schools also run programmes specifically tailored to aid transition for the more vulnerable pupils at the end of the primary stage of education.
- Our SENDCo holds the National Award for Special Educational Needs Coordination (NASEN) which is a Masters level qualification
- Within the school, we have a culture of sharing good practise and expertise; this enables us to ensure our staff have as much knowledge as possible within the field of supporting children with SEND
- The environment is designed to support children with individual needs e.g. visual timetables, individual workstations etc as required
- As a school we work closely with any external agencies that we feel are relevant to supporting individual children’s’ needs within our school including: Primary Behaviour Service, Health services including: GPs, school nurse, CAMHS (Child and Adolescent Mental Health Service), clinical psychologist, paediatricians, speech and language therapists, occupational and physiotherapists; Children’s Services including: Early Help locality teams, social workers; educational psychologists and specialist advisory teachers.
- We look to ensure that we have a variety of skills among our staff body, in order to enable us to support children in the best possible way
- the staff have undertaken training in:
- supporting children with Autism
- Numicon – to support numeracy work
- questioning skills to promote the probing of understanding
- dyslexia training to support children with dyslexia or similar tendencies
WHO CAN I CONTACT FOR FURTHER INFORMATION?
- Please speak to the class teacher in the first instance
- General information relating to SEND can be found on the school website, including within the SEND policy. This can be found on the policy page of the school website
Tel: 01952 386910 firstname.lastname@example.org