If you have any questions about your child's special educational needs, please contact Miss Selway directly at firstname.lastname@example.org
|All policies and procedures can be found on our policies page.|
In September 2014, a new statutory Code of Practice for Special Educational Needs and Disability (SEND) was introduced by the Department for Education (DfE). The SEND reforms build on the best practice over the past 13 years since the last Code of Practice was written. They aim to implement a new approach which seeks to join up help across education, health and care, from birth to 25. The reforms give schools the freedom to develop what works for them in partnership with their local authority, parents and young people
The reforms underpin the belief that, with the right provision, children with SEND can be supported to achieve good outcomes.
What is the definition of SEND?
A pupil has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.
They have a learning difficulty or disability if they have:
- A significantly greater difficulty in learning than the majority of others of the same age, or
- A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools
Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.
Wiltshire Local Offer
Wiltshire Council has published its ‘Local Offer’ which sets out what is available in Wiltshire in relation to education and enables parents/carers and young people to access clear and comprehensive information about the support and opportunities that are available.
Information about the Wiltshire Local Offer can be accessed through this link www.wiltshire.gov.uk/local-offer
The following information reports how Sambourne CE VC Primary School plans to implement the new Code of Practice for SEND and details the provision and support that parents and carers can expect our school to provide for their children.
The report will be reviewed annually (last reviewed September 2022)
Sambourne CE VC Primary School is an inclusive school. We uphold children’s right to education and recognise the diverse educational needs within our community. We acknowledge those needs may change over time and require a range of provision. We believe we have a duty to offer that provision where we can, to foster inclusion and provide full educational access. We aim to ensure all pupils are included in all aspects of school life consistent with the efficient education of their peers.
In providing every possible opportunity to develop the full potential of all children.
All children have the right to a broad and balanced curriculum including extra-curricular activities where appropriate - and full access to the EYFS and National Curriculum.
All children are valued and their self-esteem promoted.
Close partnership with parents and carers - who play an active and valued role in their child’s education – is the best way to ensure children are successful in their learning.
Sambourne Primary School offers support to children in three 'Waves':
Wave One: This is the Quality-First teaching which is made available to all children across all classes.
Wave Two: Wave Two is aimed at children who need a boost in their attainment or progress. These children may or may not be on our SEN register. The aim of these interventions is to reduce the gap. If children need further support then they require a Wave 3 intervention.
Wave Three: These are specific targeted approaches for individual children identified as requiring SEN intervention. Support may still be in small groups or may be 1:1 and could draw on personalised actions and advice from other professionals.
We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate.
Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
Is significantly slower than that of their peers starting from the same baseline
Fails to match or better the child’s previous rate of progress
Fails to close the attainment gap between the child and their peers
Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND.
If the class teacher has any concerns about a child’s attainment or progress, he/she will make contact with the child’s parents to discuss the best way to support their child.
Should concerns continue, the class teacher will discuss these with the SENDCo and agree the best way forward.
If appropriate, class teachers will complete the Wiltshire ‘Graduated Response to SEND Support’ document – this gives guidance regarding procedures and strategies and helps to inform decisions as to whether children should be placed on the SEND Register. Parents will then be invited into school to discuss next steps with the class teacher and SENDCo.
If appropriate, the child may be added to the SEND Register at the ‘SEN Support’ level.
The child will be added to the class provision map and specific targets will be set – this will be in the form of an Individual Education Plan (IEP) or an SEND Support Plan (SSP).
Targets and provision will be reviewed by the class teacher on a termly basis, progress will be closely monitored and additional support put into place as necessary. Parents will be consulted and kept informed with formal reviews happening three times yearly.
Should the class teacher or SENDCo have further concerns, or require extra support and advice, a meeting will be held with parents and – with parental consent - a referral may be made to an outside agency who can support with the identification and assessment of individual needs e.g. Speech & Language Therapist, Educational Psychologist.
Whilst most children will have their SEND needs met at ‘SEN Support’ level, a small number may require an Education, Health and Care Assessment to determine whether the Local Authority needs to provide a higher level of support and possible funding in order to meet the identified learning outcomes.
This Assessment may lead to an Education, Health and Care Plan (EHCP). This will take the form of a statutory ‘My Plan’ - where specific targets and suggested provision are identified. There will also be a formal Annual Review Meeting to review progress and current needs as well as regular informal reviews of their targets.
We do our best to ensure that parents and carers have a number of different ways to communicate with us and that they feel comfortable, welcomed and involved in all aspects of school life.
Our open door policy encourages partnership working with parents and carers. We ensure that review meetings and Team Around the Child (TAC) meetings are arranged at times which allow parents and carers to attend. We listen to what parents and carers tell us about their children and use that information to make sure everyone who works with a child understands their needs.
Parents are able to meet with the class teacher at any point during the year, as well as attend the twice-yearly Parent Consultation Meetings.
If a child has specific SEND targets, an 'Individual Education Plan', ‘SEND Support Plan’ or an Education, Health and Care Plan/‘My Plan’, there will be regular informal review meetings, when requested.
Where outside agencies are involved (e.g. the Specialist SEN Team or the Educational Psychologist), parents may be invited in to speak to the SEND professional, they will receive copies of their reports and can request the opportunity to discuss them with the SENDCo and/or class teacher.
Class teachers discuss children’s targets with them and, where they are able, children have a say in their own target setting and target review.
We will follow the graduated approach and the four-part cycle of assess, plan, do, review.
The class or subject teacher will work with the SENDCo to carry out a clear analysis of the pupil’s needs.
This will draw on:
The teacher’s assessment and experience of the pupil
Their previous progress and attainment and behaviour
Other teachers’ assessments, where relevant
The individual’s development in comparison to their peers and national data
The views and experience of parents
The pupil’s own views
Advice from external support services, if relevant
Parents may be invited into school to formally review targets three times a year.
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required.
Teachers will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
Starting in Reception:
Children come into school for visits in the summer term.
To support children with SEND, we hold ‘transition meetings’ in the summer term with the SENDCo, class teacher, parents, representatives from the pre-school setting and any other professionals who are supporting the child or family.
Please see our webpage for further information: http://www.sambourne.wilts.sch.uk/our-school/admissions
A new child to the school – starting in another year group:
Parents and children are encouraged to visit the school before starting. During this visit, parents will meet with the Headteacher.
To support children with SEND, parents may also meet with the SENDCo before the child starts, to discuss their needs.
Children may spend a morning or a day with their new class before they ‘officially’ join the school.
We liaise with the child’s previous school to discuss strategies and support that has been effective in the past.
Moving classes from one year, to the next:
All children spend a morning with their new class teacher.
Where necessary, children with SEND make extra visits to their new classroom, are supported by social stories to prepare them for the changes ahead and make a photobook of their new classroom, teacher, teaching assistant and anything else they may find important – they take this home for the Summer Holiday.
Teachers meet with previous class teachers and share information and strategies for meeting the needs of all children.
Transition to secondary school:
The SENDCo meets with a member of the secondary school’s SEND team to discuss learning and pastoral needs.
All children spend time at the secondary school. Arrangements can be made for children with SEND to visit more often; these are called extra transition visits.
For children with Education, Health and Care Plans, the secondary school SENDCo will be invited to attend the year 5 transition annual review and/or the year 6 annual review.
Please see our webpage for more information: http://www.sambourne.wilts.sch.uk/our-school/transitions
Moving to a new school:
We ensure that all relevant paperwork is forwarded to the new school.
Where necessary, the SENDCo will liaise with SENDCo of the new school to ensure they are well informed of a child’s individual needs.
We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.
We believe that children achieve best when they are happy.
We celebrate the children’s successes and provide them with positive learning experiences.
We understand that sometimes children also experience some setbacks or challenges along the way and we are committed to supporting them through these.
Our teaching assistant team and ELSA provide further support for children with low self-esteem and emotional needs.
We have a zero-tolerance approach to bullying.
- Speech and Language Therapy
- Educational Psychology
- SSENS (Specialist Special Educational Needs Service)
- Behaviour Support Team
- EMTAS (Ethnic Minority and Traveller Achievement Service)
- Physical Impairment Service
- Visual and Hearing Impairment Services
- CAMHS (Child & Adolescent Mental Health Service)
- Social Care Team
- Occupational Therapy
- School Nurse
Each class teacher is responsible for:
The progress and development of every pupil in their class.
Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching.
Working with the SENDCo to review each pupil’s progress and development and decide on any changes to provision.
Ensuring they follow this SEND policy.
Our SENDCo is Karen Selway.
Work with the headteacher and SEND governor to determine the strategic development of the SEND policy and provision in the school.
Have day-to-day responsibility for the operation of this SEND policy and the co-ordination of specific provision made to support individual pupils with SEND, including those who have EHC plans.
Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEND receive appropriate support and high quality teaching.
Advise on the graduated approach to providing SEND support.
Be the point of contact for external agencies, especially the local authority and its support services.
Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned.
Work with the headteacher and governing body to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements.
Ensure the school keeps the records of all pupils with SEND up-to-date.
Our SENDCo is contactable via the school in writing at:
Sambourne Primary School, Sambourne Road, Warminster, Wiltshire. BA12 8LF
Via the school telephone on: 01985 212458
Or via email: email@example.com
The headteacher will:
Work with the SENDCo and SEND governor to determine the strategic development of the SEND policy and provision in the school.
Have overall responsibility for the provision and progress of learners with SEN and/or a disability.
Our SEND Governor is: Lorraine Dobbins
The SEND governor will:
Help to raise awareness of SEND issues at governing board meetings.
Monitor the quality and effectiveness of SEND and disability provision within the school and update the governing board on this.
Work with the headteacher and SENDCo to determine the strategic development of the SEND policy and provision in the school.
We have regular staff meetings to ensure all staff are kept up to date with SEND developments.
Staff have the opportunity to meet with members of SSENS (Specialist Special Educational Needs Service), BSS (Behaviour Support Service) and the EP (Educational Psychologist) during ‘SEN Surgeries’.
Through staff appraisal, development needs are identified and catered for. This may include ‘in-house’ training or attendance on a course.
If we admit a child for whom specialist training is needed, eg. Epipen use, training is provided as soon as possible from the relevant therapist.
Teachers are Team Teach trained so that any distressing behaviours or conflicts can be managed safely and respectfully.
We evaluate the effectiveness of provision for pupils with SEND by:
- Reviewing pupils’ individual progress towards their goals each term
- Reviewing the impact of interventions termly
- Using pupil questionnaires
- Monitoring by the SENDCo
- Using provision maps to measure progress
- Holding reviews with parents
In the first instance, contact your child’s class teacher.
Should you wish to discuss your concerns further, you should contact the SENDCo or Headteacher.
In the unlikely event that your concern is not resolved, then please follow the procedures as set out in our Complaints Policy.