SEND Local Offer and Report
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What kinds of SEN does our School Provide For ?
- Our school provides support for children with a range of SEN. These can include speech and language difficulties, cognitive and learning difficulties, social, emotional and mental health issues and physical difficulties.
How do we identify SEND Children in our school ?
- Liaison with pre-schools and feeder Junior schools.
- Tracking and analysing pupil progress, exploring lack of expected progress.
- Concerns raised by Parents.
- Concerns raised by class teachers and Teaching Assistants.
- Liaison with outside agencies.
- School screening and assessment, including tools to identify specific learning difficulties.
- Liaison with medical specialist, to ensure medical needs are met appropriately.
How do we consult with parents of children with SEN ?
- We believe that regular communication between parents and teachers, helps provide better communication. This is especially important if your child has complex needs.
- Mengham Infant School welcomes parents to make an appointment with class teacher, Inclusion Manager or Head Teacher, at any time to discuss any worries or concerns you may have. It may be about how your child is progressing in class. We are very happy to support learning in the home by offering advice and practical ways of supporting your child.
- Parents are encouraged to contribute to the targets on their child’s learning plan.
- Each child has a school communication book, for the school and parents to keep in touch.
- In addition to termly Parents Evening, the Inclusion Manager arrange an additional meeting between parents, class teacher and child to discuss progress against a child with SEN’s individual learning targets.
- If a child has complex learning, medical or social needs, An Inclusion Partnership Agreement may be needed. This is a review of a child’s needs each term, exploring progress or barriers to learning. Outside Agencies involved with your child will also be invited
How do we involve children with SEN in their education ?
- Children are invited and encouraged to share their views on their progress at termly meeting with their parent, teacher and Inclusion Manager.
- On a daily basis we encourage pupil voice in school and therefore adults working to support your child will continually be discussing progress with your child and encouraging them to talk about their success and things they may find difficult.
How do we assess and review children’s progress ?
- We would look at whether the child is making progress academically against national/age expectations.
- We assess all children’s progress at 4 points across the year.
- Where a child is working against specific targets, such as P Levels, progress would be tracked against their entry baseline to ensure progress has been made.
- Verbal feedback is given from the teacher, parent and pupil.
- Children may move off the SEN register when they have made sufficient progress and are in line with the national/ age expectations.
- Class teachers continually assess each child and identify 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 2, using a variety of different methods including National Curriculum expectations and teacher assessment, based on the work they produce independently.
- Children who are not making the expected progress are identified through pupil progress meetings with the class teacher and senior management; Head Teacher, maths and English managers and Inclusion Manager. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.
- As a school we measure children’s progress in learning against National expectation and age related expectations.
What is our approach to teaching children with SEN ?
- Children with SEN are planned for in all areas of the curriculum.
- We use additional adults to support learning where necessary.
- We provide a Nurturing environment, we value individuals, adapt to the needs of individuals and draw on the expertise of the staff within school and specialist support when required. We explore ways to meet the educational, health and social needs of every child.
How do we adapt our curriculum and learning environment for children with SEN ?
- The children will access the class curriculum, but tasks and activities will be differentiated and adapted to meet individual needs. This is to ensure all children are able to access the curriculum and to work towards removing any barriers to learning.
- Interventions will be put into place if a child is experiencing difficulty with a task, to ensure all children are able to complete their task and achieve their learning objective to the best of their ability.
- Differentiation will be supported by Inclusion Manager, to ensure all children have the opportunity to be successful learners.
- For children with specific difficulties we can use specific strategies like individual timetables, clutter free workstations, now and next cards etc.
How do we ensure the adults working with our SEN children have the right skills ?
- All teachers are trained to teach children with special educational needs, medical needs and social and emotional needs.
- As a school we work closely with any external agencies that we feel are relevant to individual children’s needs including: Primary Behaviour Support Teams. Health: School nurse, Children and Adolescents Mental Health Services (CAMHS), paediatricians, speech and language therapists, occupational therapists. Social Services: Locality Teams, social workers and Educational Psychologists.
- The outside agencies deliver training to all school staff as and when required.
- Teaching Assistants are given regular training; this will be dependent on the needs of the staff and pupils at the time.
- The trained ELSA Will support children who require additional emotional or social support. This can be long term or short, she will also deliver Nurture groups.
- Teachers and Teaching Assistants are trained periodically in behaviour management.
- All our Teaching Assistants are trained in delivering reading and spelling / phonics programmes
How do we evaluate our provision for SEN ?
- There is an SEND Governor, assigned to work closely with the Inclusion Manager. Peter Griffith monitors the work of the Inclusion Manager and offers support when required.
- The SEND Governor will monitor the progress of the children with SEND.
- The SEND Governor reports back to the Governing body, to ensure all are kept informed.
- School works with the Local Authority and encourages specialist advisors to evaluate our SEN provision whenever it is appropriate to do so.
How do we ensure our school is inclusive for children with SEN ?
- The school is wheelchair accessible with a disabled toilet and shower room, large enough to accommodate changing. The school is on one level with all doors accessible for wheel chairs.
- Specialist Teacher Advisory Service will provide the school with specialist equipment specific to your child’s needs.
- The school has disabled parking bays.
- We have access to Ethnic Minority and Traveller Achievement Service (EMTAS). The team helps children from different ethnic minority groups, both in their homes and their educational setting. We liaise with Ethnic Minority Achievement Services (EMAS) who have assisted us in supporting families with English as an additional language.
- A risk assessment is completed prior to any off site activity to ensure everyone’s health and safety will not be compromised. 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. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
- Our school policy is to include all our children in all our learning activities and, unless safety will be compromised, we will always aim to ensure that our curriculum is accessible to all.
How do meet children with SEN’s emotional and social needs ?
- The school has shared values, which are: caring, achievement, perseverance, respect and independence. The children have good understanding of what the values mean and how to try and achieve them.
- The school has a trained ELSA who will work with your child if your child is experiencing emotional difficulties or if it is felt that they would benefit from self-esteem work. You will be informed before any work commences.
- The school provides Social and Emotional Aspects of Learning (SEAL) group work. This work focuses on developing the underpinning qualities and skills that help promote positive behaviour and effective learning. It focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills. This is delivered through regular class tasks.
- The school provides nurture group which focuses on development of skills such as listening, turn taking and sharing. Attendance of every child is monitored on a daily basis by the administration staff. Lateness and absence are recorded and reported upon to the Head Teacher each week. Support is given through our Emotional Literacy Support Assistants (ELSA) who will work with parents and pupils to devise strategies to improve time keeping and attendance.
- As a school, we have a positive approach to behaviour management.
- If a child has behavioural difficulties an Individual Plan is written by the class teacher, it is then shared with the child and parents to identify the specific issues, put relevant support in place and set targets.
- After any behaviour incident we expect the child to reflect on their behaviour with an adult. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour
How do we involve other agencies to support our children with SEN and their families ?
- School works closely with a range of other professionals and services to best meet the needs of all our children. School will seek support from these services if we feel they can support your child or family further in any way. These include
- CAMHS – Child and Adult Mental Health Services
- Speech and Language Therapists
- Educational Pyschologist
- Primary Behaviour Support
- School Nursing Team
- Riverside Specialist Provision to support with practical strategies in the classroom.
- Occupational Health
How do you decide what funding my child receives for support with their SEN ?
- The class teacher and the Inclusion Manager will discuss the child’s needs and what support would be appropriate; determining the greatest need.
- The Inclusion Manager will analyse End of Year expectations and teacher assessment data against Hampshire Guidelines to determine whether a child would benefit from an intervention. The budget is allocated on a needs basis. The children who have the most complex needs are given the most support, often involving a teaching assistant.
- We have a team of teaching assistants who are funded from the SEN budget. They work in class to support children alongside the class teacher plus they deliver programmes designed to meet children’s individual needs.
- We ensure that the needs of children with SEN are met to the best of the school’s abilities with the funds available.
How do we handle complaints from parents of children with SEN ?
- All complaints would be dealt with in accordance to our school complaints policy and procedures. A copy of this is available in the policies section of our website.
What happens when my child moves on ?
- We encourage all new children to visit the school prior to starting; they will meet class teachers and peers and will be shown around the school. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings. Where possible we may also visit them in their current school or Pre-School.
- The Inclusion Manager will meet with SENCo’s from other settings, to discuss the specific needs of individual children. Where possible the staff from Mengham Infant School will attend any related meetings with outside agencies prior to the child joining the school. If your child has an IPA or an EHCP, then a review meeting will be used as a transition meeting during which we will invite staff from both schools.
- When children are preparing to leave us to enter year 3, the SENCo from Mengham Junior School will meet with our SENCo and year 2 teachers to discuss specific needs of individual children and arrange dates for further visits to the school; this is in addition to the transition days that all children attend.
- We transfer any documentation to relevant schools and will discuss specific needs and concerns with the receiving school. When children are transferred to our school we ensure that all documentation is read and understood.
How can I find out more ?
- First point of contact would be your child’s class teacher to share your concerns.
- You could also arrange to meet our Inclusion Manager.
- Contact Parent Partnership http://www3.hants.gov.uk/parentpartnership
- Contact Independent Parental Special Education Advice (IPSEA) www.ipsea.org.uk/
GlossarySEND Special Educational Needs and Disabilities
SENCo Special Educational Needs Coordinator
IPA Inclusion Partnership Plan
ELSA Emotional Literacy Support Assistant
SEAL Social, Emotional Aspects of Learning
CAMHS Children and Adolescents Mental Health Service
EHCP Educational, Health, Care Plan
EMAS Ethnic Minority Achievement Service
EMTAS Ethnic Minority and Traveller Achievement Service
FOMS Friends of Mengham School