SEN (Special Educational Needs)
Our SENCo is Ms Scott. Feel free to email her on firstname.lastname@example.org
Chestnuts Primary School,
Special Educational Needs and Disability Information Report
(How we support children with SEND - January 2019)
Our vision and how we hope to achieve it
At Chestnuts Primary School, we are proud that our pupils are well-rounded, happy, respectful children who feel cared for and valued. Our Pupils’ attainment is in line with the National average and they make better than average progress during their time with us. Our Pupils also have high levels of attendance and are engaged with their learning. We believe that learning should be fun and that children should have a strong voice in driving their learning. Chestnuts Primary School provides a broad and stimulating curriculum which will help pupils develop into young people who are:
- Ambitious and Creative
- Responsible and Respectful
- Compassionate and Curious
- Resilient and Tolerant
We believe our pupils need these values in school and the wider world, including all children with SEND, Looked After Children and Children with English as an additional language. Our staff members are valued, well-trained and supported, both in their roles and in their Well-being. Our teachers are encouraged to use innovative and creative teaching to improve outcomes. We have an inclusive and nurturing approach to learning. We encourage and support Attachment in Education and Children are encouraged to lead their learning based on their experiences.
Type of school we are
Chestnuts Primary School is a two-form entry Community Primary School for the 5 -11 age range. We have a Nursery for 26 places for children aged 3-4 and 8 places for children aged 2-3. Children start our Reception class in the academic year they turn five. We have 14 Classrooms, an Art room, Music room, Parent room, Garden and Cooking room, Library and Swimming pool. A range of ICT equipment is used throughout the School.
We support and nurture our community through strong partnerships with Pupils, Parents, other schools and the wider local community, and through participation in and development of the Green Lanes Co-operative Trust. The Governing body supports success through effective and transparent governance. Our school encourages and fosters open and honest communication with parents and carers actively seeking to engage with all members of our diverse community.
Our OFSTED rating
The school was last inspected by OFSTED in February 2016 and the Overall effectiveness of the school was GOOD.
- Effectiveness of Leadership and management (Good)
- Quality of Teaching, Learning and Assessment (Good)
- Personal development, behaviour and Welfare (Good)
- Outcomes for pupils (Good)
- Early Years provision (Good)
Quotes from OFSTED
‘Teaching assistants provide valuable additional support, including for disadvantaged pupils and for disabled pupils and those who have special educational needs.’
‘Disabled pupils and those who have special educational needs do well. They receive well-judged support in class, enabling them to take part in most activities.’
What does SEND mean?
SEND stands for Special Educational Needs and Disabilities. A child is considered to have a learning difficulty or disability if they have:
- a significantly greater difficulty in learning than the majority of children of the same age
- an emotional and / or behavioral difficulty
- a disability which prevents or hinders their effective use of the schools’ facilities
The four main areas of Special educational need are:
- Communication and Interaction (difficulties in language development either understanding what they hear or being able to express themselves)
- Speech, Language and Communication Needs (SLCN)
- Autistic Spectrum Disorder (ASD)
2. Cognition and Learning (processing or retaining information)
- Specific Learning Difficulty (SpLD) e.g. dyslexia, dyscalculia and dyspraxia.
- Moderate Learning Difficulty (MLD)
- Severe Learning Difficulty (SLD)
- Profound and Multiple Learning Difficulty (PMLD)
3. Social, emotion and mental health difficulties
Children and young people may 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. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as Attention deficit disorder (ADD), Attention deficit hyperactive disorder (ADHD) or Attachment disorder (AD).
4. Sensory and/or Physical Needs
- Visual Impairment (VI)
- Hearing Impairment (HI)
- Multi-Sensory Impairment (MSI)
- Physical Disability (PD)
How we know if a child has Special educational needs
Before children start at Chestnuts Primary School, we invite parents in to meet with the Admissions Person. We ask parents to let us know if their child has a SEND so that they can meet with the SENCO to discuss this and make sure the right support is in place for their child. We contact children’s nurseries or pre-school settings to provide information about the children who will be joining our school. Where necessary, the Early Years Phase Leader and/or SENCO visit the nursery settings to observe children and meet with their key person.
When Reception places are allocated, the Local Authority will inform the school which children have or are being assessed for an Education Health Care Plan (EHCP). The SENCO liaises with all teachers, parents and other professionals to ensure the right provision is in place.
In order to make sure that any Special educational needs not known about before starting school are identified, all pupils are assessed in an informal manner during the first four weeks at school. We look closely at children’s speech, language and communication skills and, where necessary, the school’s speech and language therapist will visit our nursery and reception classes in order to discuss whether a referral, with parental permission, to Haringey’s Speech, Language and Communication Service is needed.
Children’s progress throughout school is closely monitored through our half termly assessment and monitoring procedures, so that any Special needs that may become apparent later are identified. Additional assessments and screening may be used to explore any potential issues further.
What we do to help SEND children
• First we identify what the particular problem is. We ask parents to meet with their child’s class teacher to discuss their child’s needs. We work hard to maintain strong links between home and school, and parents are always welcome to speak to us if they have any concerns.
• In consultation with the SENCO, we agree a programme of support that is carefully targeted on the particular area of difficulty. This describes what we will do to support a child additional to in-class teaching (SEN Support) and what we hope the support will achieve.
• We set a time frame and review the child’s progress, adapting and changing the intervention in response to its success or otherwise. This whole cycle is the 'graduated approach' which provides an oppoortunity to assess, plan, do and review.
• If it is felt that further support is required, we will apply to the Local Authority for an EHCP assessment. This is a legal document which will include: a profile of the child; their educational, health or care needs; the outcomes sought; and the provision in place to meet those needs.
How we adapt our teaching for children with SEND
Children with SEN are taught alongside other children in their class, however lessons are designed so that all children in the class learn and make progress. We do this by planning Quality First teaching - ‘differentiated’ lessons, in which children are able to work towards different learning goals within the lesson, or are provided with extra resources to support their learning. Every class teacher plans, monitors and provides support for pupils within their class including children with SEND (the dark blue wedge at the bottom of the triangle). Additional teachers and/or teaching assistants may provide individually targeted interventions beyond normal class lessons. Class teachers can access support from the SENCO to help them make provision for children with SEND (the middle wedge). If necessary, a child with SEND may be supported with 1:1 adult support, and their timetable personalised further (the top of the triangle).
How we decide what resources we can give to a child with SEN
Part of the school’s budget is set aside for support for children with SEND. This is a fixed amount and so we have to use the money as cost-effectively as possible and make sure we can give help to all the children who need it. We cost all the ways we support children in order to evaluate the impact of the support on children’s progress. Decisions about which support programmes are best for a child are made by the SENCO, in consultation with a child’s class teacher and parents, who are invited to contribute to planning. The school may also seek advice from the school’s Educational Psychologist in order to decide the most effective programmes to use with children.
In exceptional circumstances, where we feel we are not able to meet a child’s needs from our own funds we will apply to the Local authority for additional support for a child in the form of an EHCP. Parents can do this too. We are happy to discuss all of this in more detail with parents.
How we check that a child is making progress and how we keep parents informed
We work hard to maintain good home/school links. We have a fortnightly newsletter with general news about the school. We have three parent consultation evenings per year (in the Autumn term, Spring term and Summer term.) Parents also receive an annual written report about their child’s progress.
For children with SEND, the class teacher and SENCO will have a meeting with parents each term, and more often if necessary. Children with an EHCP will have an Annual Review to which we invite all external professionals who work with the child. We try as far as possible to arrange these meetings at a mutually convenient time for parents, teachers and other professionals.
Every term the Assessment leader and SENCO meet with each class teacher to monitor each child’s progress and assess the success of strategies and interventions. These meetings are called ‘Pupil Progress Meetings.’
Support we offer for children’s Health and General Wellbeing
Children need to be happy and be able to behave appropriately to learn effectively. All our class teachers work with children in their class on social skills, behaviour and wellbeing. If a child has a particular difficulty, their class teacher will have help from colleagues to support the child, e.g. from learning assistants, additional teachers or the SENCO. The school’s Educational Psychologist also works with us to plan groups to help children’s emotional and mental wellbeing. Our ‘Sensory room’ provides a special space for children to go to if they are not able to self-regulate within the classroom. Our new initiative 'Zones of Regulations' provides pupils with the tools to understand different emotions and strategies on how to manage their emotions. Our newly qualified Emotional Literacy Support Assistants (ELSA's) and Patoral Lead also provide support by offering children a safe space and an opportunity for them to share their concerns.
We have Lunch time clubs in KS2 e.g. Lego, Board games and Library sessions. Our School Council has class representatives from each class and each year group. Council representatives meet with the KS2 Phase leader fortnightly to discuss issues that pupils wish to raise about any aspect of school life.
Chestnuts Primary School has a SEN, Behaviour and Anti-bullying policies, all of which are available on our website (http://www.chestnutsprimary.com).
Specialist external services we use when extra help is needed
Sometimes a child will have needs that will benefit from additional help from specialists outside the school. Our Speech and Language Therapist spends half a day in school each week supporting children from her caseload. She works with children with an EHCP, or EYFS/KS1 children with language needs – Children receive a block of 6 sessions per term. Depending on a child’s needs we may also draw on support from: Education Psychology, Hearing-impaired service, Visually-impaired service, Behaviour Support Service, Autism Team, School Nurse, Occupational therapy, Physiotherapy, Social Services and Family Support services. We also have a School counsellor who works at our school one day per week. We always communicate with parents if we think additional support is needed and receive permission before we contact other specialists.
Every year we have five staff training days attended by all members of staff including teachers and learning assistants. Teachers also have a weekly training session which will include a focus on SEND to make sure every teacher:
• Understands the varying needs of all children in their class, including those with SEND
• Knows how to plan and teach their lessons in a way that is appropriate for all children, including children with SEND
• Knows how to support the emotional needs of all children, including those with SEND
• Understands the importance of working closely with parents.
Support staff (including learning assistants and lunchtime supervisors) have in-house training sessions. The school send teachers and support staff on external courses, including the training programme provided by Haringey Professional Development Centre.
How we include children in extra-curricular activities and school trips
Our school has many extra-curricular activities, including sports clubs, dance clubs and art clubs. The list is available through the school office / School website. We try to ensure that all pupils with SEND can engage in these activities alongside their peers. Where it is felt that taking part in the activities will contribute significantly to meeting the agreed outcomes for a pupil with SEND, the school will endeavour to pay for any resources that may be required. All trips or visits, including the residential trip in Year 6, are planned to include children with SEND. We use part of our budget to make sure that any support needed can be provided. We always consult with parents before arrangements are finalised.
Our school environment
There are two disabled toilets and a Medical room on the ground floor. In school we have a range of equipment designed to support the development of children’s coordination and motor skills in class. There is a Sensory room on the ground floor in KS1 to support children with sensory needs.
SEN Register in our school
We currently have 46 children on our SEND Register. We support children with a range of SEND, including: Autism, Attention Deficient Hyperactive Disorder, Cerebral Palsy, Down Syndrome, Dyslexia, Emotional difficulties, Hearing impairments, Visual impairments.
We have 12 pupils with EHCPs and 34 children on SEN Support.
How we prepare for children joining our school and leaving our school
Children joining our school from our school nursery visit their new classroom a few times before the start of the new school year. Reception class teachers introduce the children to the rest of the school once they start, to make sure they are confident in their new surroundings. Children joining our school from different settings are encouraged to join in with these sessions.
We invite all the parents of children joining the school to meet their child’s class teacher at the end of the summer term before their children start at the school. We also ask parents to let us know if their child has a SEND so that we can make sure the right support is in place for their child. Where relevant, ‘transition books’ are made including photographs of the child’s teacher and new class.
We help older children prepare for secondary school through transition work. This helps the children understand for example how a typical day works in a secondary school, what their timetable might look like, and how to find out who to go to for help if they need it. Children identified as needing further support are included in additional secondary transfer groups, and external agencies may be involved (e.g. the Autism Team).
How parents are involved in school life
At Chestnuts Primary School we work closely with parents as partners and we hope that our parents share that belief. We are always ready to speak to parents about concerns they have about their child. There is an active Parent School Association (PSA). Parents are represented on the school’s Governing Body. We have staff and other parents who are able to act as translators for those parents who need help with English.
Who to contact for more information or to discuss a concern
- Your child’s class teacher is your first point of contact
- The SENCO – Ms Mavis Scott (email@example.com)
- The Head Teacher – Mrs. Katie Horwood, Deputy Head Teacher – Ms. Carole Newton
- The SEND Governor – Hannah D’Aguiar (firstname.lastname@example.org)
- Chair of Governing Body – Mr Hugh Merritt (email@example.com)
- School office or telephone the school on 020 8800 2362.
For further information, please see the Special Educational Needs and Disabilities Policy which is on our website at: www.chestnutsprimaryschool.com/pages/policies
Local Authority SEN Offer
The local Authority must publish information about SEND provision that is on offer for children and young people in the borough. To find out more about the range of SEND services available in Haringey, go to: www.haringey.gov.uk/localoffer
Our SEN Information Report for children with special educational needs and disabilities was reviewed in January 2019.