SEN Policy and Information Report January 2022

SEN policy

and information report

ASHCOMBE PRIMARY SCHOOL

Head teacher: John Clark

SENDCo: Kerry Evans

kerry.evans@ashcombeprimary.co.uk

01934 620141

ASHCOMBE PRIMARY SCHOOL

Special Educational Needs Information Report

Welcome to our SEN information report which is part of the North Somerset Local Offer for children with Special Educational Needs (SEN). All governing bodies of maintained schools have a legal duty to publish information on their website about the provision available, and the implementation of the school’s SEN policy. This information will be updated annually.

1. Aims:

Our SEN policy and information report aims to:

Set out how our school will support and make provision for pupils with special educational needs (SEN)
Explain the roles and responsibilities of everyone involved in providing for pupils with SEN

Ashcombe Primary School values the abilities and achievements of all its pupils and is committed to providing the best possible learning environment for every child. We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We believe that many pupils, at some time in their school career, may experience difficulties which affect their learning, and we recognise that these may be long or short term. This policy helps to ensure that the school promotes the individuality of all our children, enabling them to have access to a broad and balanced curriculum.

2. Legislation and guidance:
This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities
The Special Educational Needs and Disability Regulations 2014, which sets out schools’ responsibilities for educations, health and care(EHC) plans, SEN Co-ordinators (SENCos) and the SEN information report
This policy also complies with our funding agreement and articles of association.

3. Definition of Special Educational Needs:
1981 Education Act sets down a definition of Special Educational Needs which is aimed at a minority of children. These children are not defined by their handicap or disability, but are defined as those who have needs that require resources or support additional to those which are usually provided within a school.

They have a learning difficulty or disability if they have:

A significantly greater difficulty in learning than the majority of the others of the same age, or
A disability which prevents of 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. For example, additional teaching time or support, special aids and equipment.

4. Roles and Responsibilities:
4.1 The SENCo

The SENCo at Ashcombe Primary School is Kerry Evans (kerry.evans@ashcombeprimary.co.uk)

They will:

Work with the head teacher and SEN governor to determine the strategic development of the SEN policy and provision in the school
Have day-to-day responsibility for the operation of this SEN policy and the co-ordination of specific provision made to support individual pupils with SEN, including those who have EHC plans
Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEN receive appropriate support and high-quality teaching
Advise on the graduated approach to providing SEN support
Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
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 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 SEN up to date

4.2 The SEN Governor

The SEN Governor will:

Help to raise awareness of SEN issues at governing board meetings
Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this
Work with the head teacher and SENCO to determine the strategic development of the SEN policy and provision in the school

4.3 The Head teacher

The headteacher will:

Work with the SENCO and SEN governor to determine the strategic development of the SEN policy and provision within the school
Have overall responsibility for the provision and progress of learners with SEN and/or a disability
1. Class teachers

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 SENCO to review each pupil’s progress and development and decide on any changes to provision
Ensuring they follow this SEN policy

5. SEN Information Report

Our school currently provides additional and/or different provision for a range of needs, including:
Communication and Interaction- this includes children with speech and language delay, impairments or disorders and those who are diagnosed with or demonstrate features within the autistic spectrum.
Cognition and Learning- this includes children who demonstrate features of moderate, severe or profound learning difficulties or specific learning difficulties such as dyslexia, dyscalculia or dyspraxia.
Social, Mental and Emotional Health- this includes children who may be withdrawn or isolated, disruptive or disturbing, hyperactive or lack concentration.
Sensory and/or Physical Needs- this includes children with sensory (sight or hearing), multisensory and physical difficulties.

The following examples do not necessary mean that a child will automatically lead to being registered as having SEND:-

Slow Progress
Attendance and Punctuality
Low Attainment
Persistent disruptive behaviour
Withdrawn behaviours
English as an Additional Language (EAL)
Looked after Children
Difficulties socialising with peers

5.1 The kinds of SEN that are catered for

In 2020-2021 our SEN Register shows that we have 8.15% of children in the school identified as having SEN. This percentage is made up of the following groups:

3.81% are identified as having SEN linked to Cognition and Learning (including dyslexia, dyscalculia and dyspraxia)
2.38% are identified as having SEN linked to Communication and Interaction (including speech and language difficulties and Autistic Spectrum Disorder)
0.32% are identified as having SEN linked to Physical, Sensory or Medical needs (including disabilities such as those affecting mobility, sight and hearing and epilepsy)
1.59% are identified as having SEN linked to Social, Emotional and Mental Health (including ADHD, ADD, attachment disorder, anxiety or depression)
0.05% are identified as having medical needs which impact on the child’s learning

5.2 Identifying pupils with SEN and assessing their needs

For some children, SEN can be identified at an early age. However, for other children and young people difficulties become evident only as they develop. Children may be added to the SEN register due to the fact they:

Have made little or no progress, even when teaching approaches are targeted particularly in a child’s identified area of weakness
Present with persistent emotional or behavioural difficulties which are not improved by the behaviour management techniques usually employed in the school, which impede the child’s or other children’s learning
Show signs of difficulty in developing specific maths or literacy skills
Have sensory or physical difficulties, and continues to make little or no progress, despite the provision of specialist equipment
Have communication or interaction difficulties, which requires support from Speech and Language or careful monitoring

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 SEN.

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

5.3 Consulting and involving pupils and parents

We enjoy working collaboratively with parents, with open and clear communication.

We will have an early discussion with the pupil (if appropriate) and their parents when identifying whether they need special educational provision. These conversations will make sure that:

Everyone develops a good understanding of the pupil’s areas of strength and difficulty
We take into account the parents’ concerns
Everyone understands the agreed outcomes sought for the child
Everyone is clear on what the next steps are

Notes of these early discussions will be added to the pupil’s record and given to their parents.

We will formally notify parents when it is decided that a pupil will be added or removed from the SEN register.

5.4 Assessing and reviewing pupils' progress towards outcomes

Monitoring progress is an integral part of teaching and learning within Ashcombe School. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN. We follow the graduated approach and the four-part cycle of ‘assess, plan, do, review’ model. Before any additional provision is selected to help a child, the SENCO, Teacher, parent/carer and learner, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision. This will provide the point of reference for measuring progress made by a child within a given time scale.

The class teacher will work with the SENCo 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 or 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

The assessment will be reviewed regularly.

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. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

In order to ensure that children are making progress appropriate to their needs, we use Target books (these used to be called IEPs). These will identify children’s next steps in their learning and allow us to monitor if these are being met. Targets are based on an ‘Assess, plan, do, review’ cycle which allow us tailor the targets to meet the child’s needs and will specifically target areas of difficulty, therefore ensuring that all children are making progress.

5.5 Supporting pupils moving between phases and preparing for adulthood

Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school. Ashcombe School is committed to working in partnership with children, families and other providers to ensure positive transitions occur.

Planning for transition is a part of our provision for all learners with SEN. Moving classes will be discussed with you and your child during term 6. Transition to secondary schools will be discussed throughout year 6 to ensure time for planning and preparation (including additional transition visits where necessary). We will share information with the school or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.

5.6 Our approach to teaching children with SEN

Each class teacher seeks to provide high quality education for all of the children in their care. As part of Quality First Teaching every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards 2012 detail the expectations on all teachers, and we at Ashcombe School are proud of our Teachers and their development. High-quality teaching is our first step in responding to pupils who have SEN.

Teachers are responsible and accountable for the progress and development of all the pupils in their class.

If your child is identified as having additional needs, extra provision will be delivered by giving children tasks at different levels, working in small groups with adult support, receiving extra practise or support in specific areas. Your child may also be offered an intervention in maths, spelling or reading with a trained adult. If your child has significant additional needs then we will apply for additional funding from the local authority to support them. If the application is successful, your child will receive a personalised curriculum with support from adults and interventions as necessary during the school day. This is only applicable to children with the very highest level of need in the school. The interventions used in school are:

A.R.R.O.W – for spelling, reading and developing memory skills
TalkBoost – to develop confidence and clarity when speaking in front of a group of peers
Precision teaching – to develop skills in spelling, sight word reading, number recognition and calculations
Indiviual phonics and reading sessions

At Ashcombe School we believe that all learners are entitled to the same access to extra-curricular activities, and are committed to making reasonable adjustments to ensure participation for all. Please contact us if your child has any specific requirements for extra-curricular activities.

5.7 Adaptations to the curriculum and learning environment

Ashcombe Primary School is one storey level, with wide corridors and disabled toilets by our reception offices. We consider ourselves to be fully accessible for children and parents with physical disabilities. We generally find that no additional adaptations to the building are necessary to accommodate children with disabilities, however, other adaptations to the physical environment will be made, as appropriate and according to every child’s needs.

We make the following adaptations to ensure all pupils’ needs are met:

Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
Adapting our resources and staffing
Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

Please see our Accessibility Policy on the school website for further information.

5.8 Additional support for learning

Each class has a dedicated teaching assistant working with all children. They will also support pupils in small groups (particularly for English and maths) and on a 1:1 basis when necessary.

Where difficulties persist despite high quality support, interventions and appropriate adjustments, advice may be requested from other professionals, with parent’s consent. This may involve Speech and Language Therapy Services, Occupational Therapist, an Advisory Teacher or Educational Psychologist or health services such as a Community Paediatrician.

In addition to class teaching assistants, we also have 6 permanent full time Learning Support Assistants who will be working with individual children and groups of children on specific interventions.

5.9 Expertise and training of staff

Our SENCo has 9 years’ experience in this role and also works as an assistant head teacher and class teacher in school.

They are allocated 2 days a week to manage SEN provision.

Each class has a teaching assistant who are trained to deliver SEN provision. There are also 16 Learning Support Assistants who support individual children in class.

In the last 2 academic years, staff have been trained in PACE, attachment disorder, Autism Spectrum Disorder and positive behaviour management techniques.

5.10 Securing equipment and facilities

We work closely with the sensory support service, school nurse, occupational therapy team and speech and language team to ensure that children have all of the SEN resources they need in school.

5.11 Evaluating the effectiveness of SEN provision

We evaluate the effectiveness of provision for pupils with SEN by:

Reviewing pupils’ individual progress towards their goals each term
Reviewing the impact of interventions after the appropriate number of weeks for that intervention
Monitoring by the SENCo
Using provision maps and baseline assessments to measure progress
Holding annual reviews for pupils with EHC plans

Interventions such as A.R.R.O.W and TalkBoost have assessments at the start and end to ascertain levels of progress achieved during the intervention period.

5.12 Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND

All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.
All pupils are encouraged to go on our residential trip to Morfa Bay in year 5
All pupils are encouraged to take part in sports day/school plays/special workshops.
No pupil is ever excluded from taking part in these activities because of their SEN or disability.

We are fully accessible for wheelchair users in the main building, with disabled toilets also accessible to pupils and visitors. Please find our accessibility policy on our school website which ensures that we:

Improve the physical environment to enable disable pupils to take better advantage of the education, benefits, facilities and services we provide at Ashombe
Make accessible information easily accessible for parents and disabled pupils.

Arrangements for the admission of disabled pupils are in line with North Somerset and Kaleidoscope MAT admissions policies. All pupils whose education, health and care (EHC) plans name Ashcombe School will be admitted before any other places are allocated, and the school are required to oversubscribe year groups to accommodate this (for example, go over the 30 children limit for each class).

The school recognises that children at Ashcombe School with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Children with medical conditions have a Health Care Plan written in conjunction with the School Nursing Team and which is shared with all relevant members of staff. The Health Care plan is reviewed annually or when there are changes to the child’s medical condition. Our Pastoral Co-ordinator (Kathie Light) ensures that all necessary children have a Health Care Plan which is accurate and reviewed annually.

5.13 Support for improving emotional and social development

In addition to support received for academic subjects, there is a range of pastoral support available through our Learning Mentors. We have 4 Learning Mentors in school, who each run sessions to help children express their feelings and manage their emotions. There is always the opportunity for any child to talk with a trained adult over any concerns and anxieties, with parent’s permission. Specific support plans will be put into place for children experiencing significant difficulties with behaviour and those needing medical support, through a Pastoral Support Plan or Heath Care Plan.

Learning Mentors also have a role as Parent Support Advisor. They are available to support parents with their child’s behaviour or a wide range of additional needs for the family.

We have a zero tolerance approach to bullying.

5.14 Working with other agencies

Referrals can be made by school to the following agencies:

Community Paediatrics
Occupational therapy
Physiotherapy
Child and Adolescent Mental Health Service (CAMHS)
Speech and Language therapy
Educational psychologist
Social, emotional and mental health advisory teacher
Social care

Parental consent is sought before any external agencies are involved. There will also be a period of information gathering which will include an early discussion with the pupil and their parents. These early discussions with parents will be structured in such a way that they develop a good understanding of the pupil’s areas of strength and difficulty, the parents’ concerns, the agreed outcomes sought for the child and the next steps. The resulting Action Plan may incorporate specialist strategies, which will be implemented by the class teacher, but involve other adults.

We also work very closely with our local SEN Team and SEN Officers to ensure the highest of provision for our pupils.

5.15 Complaints about SEN provision

If you have any queries or questions about your child’s SEN provision please speak to your child’s class teacher initially. In the occasion that you feel a complaint needs to be made, please speak to the SENCo or the head teacher. We will obviously make every effort to rectify the situation, but please also refer to our complaints policy on our school website if necessary.

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

Exclusions
Provision of education and associated services
Making reasonable adjustments, including the provision of auxiliary aids and services

5.16 Contact details of support services for parents of pupils with SEN

Click here to view North Somerset’s local offer for SEND

https://nsod.n-somerset.gov.uk/kb5/northsomerset/directory/family.page?familychannel=0

http://www.supportiveparents.org.uk

SUPPORTIVE PARENTS provides information, advice and support to parents, children and young people about SEND

https://www.bridgingthegap.ltd

An independent community interest company who provide a wide range of workshops for parents/carers of children as well as young people with complex needs or disabilities

www.autism.org.uk

The leading UK charity for autistic people (including those with Aspergers) and their families.

https://www.familylives.org.uk

FAMILY LIVES a national family support charity providing help and support in all aspects of family life

https://www.n-somerset.gov.uk/.../disabled-childrens-family-network/

Disabled Children's Family Network - North Somerset Council. The network provides information about activities, events and support groups for sensory or learning disability, autistic spectrum disorder, Down's syndrome

https://www.nspcc.org.uk

NSPCC the UK leading children’s charity preventing abuse and helping those affected to recover

http://www.addiss.co.uk

ADDISS The National Attention Deficit Disorder Information and Support Service. Providing people friendly information and resources to anyone who needs assistance

https://contact.org.uk

Contact - the charity for families with disabled children- supporting families, bringing families together and helping families take action for others

https://www.ipsea.org.uk/home

IPSEA is a charity that helps parents and professionals to support children with SEN and disabilities.

Downloadable Documents available online:

SEND Code of Practice: 0 to 25 years, GOV.UK – DfE January 2015 PDF

SEND: a guide for parents and carers, GOV.UK – DfE PDF

6. Monitoring Arrangements

This policy and information report will be reviewed every year by the SENCo and head teacher. It will also be updated if any changes to the information are made during the year.

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SEN Policy and Information Report January 2022

SEN Policy and Information Report January 2022