How We Support SEND
West Rainton Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. The ‘Inclusive School’ award which the school was awarded in July 2017 is in recognition of this. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented. All pupils are taught at a level which is appropriate to their needs, and to ensure that they make at least the equivalent progress of their peers. According to Ofsted in November 2017, ‘Disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities make good progress as a result of effective teaching, regular support and monitoring.’
In the first instance, our children will have always have access to high quality teaching and learning experiences in the classroom, with a differentiated curriculum where appropriate and possible. This can involve small group support within the class, with modified activities to suite the individuals in the class. High quality teaching and learning opportunities provide children with the best possible opportunity to reach their full potential, and withdrawal from lessons is not a route which we follow.
It is the national expectation that pupils with SEND make the same level of progress as their peers, and we commit to ensuring that the appropriate provision is put in place to achieve this. We aim to provide a high standard of education for all pupils, as this it is paramount that our children receive the very best, enriched and wholesome education possible.
The approach to teaching children with SEND varies in the same respect as teaching all children varies. Children with SEND are supported by the class teacher, support staff and are able to seek support from the SENDCO, Mrs Susan Firth, at any time. The SENDCO and Deputy Headteacher, Mrs Susan Firth, is actively involved in the provision for all pupils with SEND, as she coordinates the additional support they are provided with for quality assurance purposes.
Adaptations are made to the curriculum as appropriate through the planning and assessment procedures in school. A Short Note may be formulated at this point, as part of our monitoring process, with either the class teacher or the SENDCO, alongside the parents of the child who needs additional support. This ensures that all support is precisely focused on improving the outcomes for the child involved. This remains at an intervention level, and is not classified as a Special Educational Need or Disability at this stage. It may be that a Short Note is required for pupils who need identified support, to target their teacher led learning more specifically. A teaching assistant may also be involved in providing, with the planning and guidance of the class teacher, additional group support in addition to class learning.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this, including:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs, which supports pupils by gaining confidence and improving their self-esteem.
- To work in close partnership with parents and carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
- A wide range of teaching and learning styles, to ensure that high quality first teaching is at the heart of every classroom.
- Differentiated learning materials and resources, according to individual needs.
- Interventions including the delivery of Fresh Start, and the Read, Write Inc programme.
- Access to ICT and technology throughout the curriculum.
- Additional support in class from experienced teaching assistants in addition to our experienced teaching staff.
- Additional out of class support when necessary, with tightly focused and regularly reviewed interventions; this will always be outside of main lesson time, as high quality first teaching is at the very heart of our school.
- Flexible groupings – including small group support work.
- An innovative and supportive curriculum, as reflected in our class structure.
- The appropriate use of rewards, including Commendations, Celebration Assembly, motivational stickers and certificates.
- Mentoring and counselling through EMTAS and Virtual Schools, and the Durham Schools Counselling Service.
- A broad range of extra-curricular activities including booster sessions in many year groups.
- Assessment procedures that emphasise pupils’ strengths and achievements, and reflect their attainment across the curriculum.
- Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate
Types of SEND
At West Rainton Primary School School, we have experience of supporting children and young people with a wide range of need including:
- Specific Learning Difficulties.
- Down Syndrome
- Autistic Spectrum Disorder
- Attention Deficit Hyperactivity Disorder
- Kabuki Syndrome
- Global Developmental Delay
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.
Teaching, Learning and the Curriculum
At West Rainton Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
For further information you can view the Teaching & Learning Policy in the School Policies section of our website.
How we identify and assess children with Special Educational Needs
Most children and young people will have their special educational needs met in mainstream schools through excellent classroom practice. This is called High Quality First Teaching.
In deciding whether to make special educational provision, the teacher and SENDCO should consider the information gathered, through assessment and tracking procedures in school. If further support is deemed necessary for children, a SEN Support plan will be drawn up; this will include consultation with parents and carers, to support their understanding of the pupil’s areas of strength and difficulty.
At West Rainton Primary School, we follow a graduated support approach which is called “Assess, Plan, Do, Review”.
Meetings with the SENDCO will be arranged to formulate outcomes together. A person-centred approach will be adopted, and meetings to discuss how to support the child will involve the child as much as possible, depending on age and understanding. It is vital that the child is involved in their planning at the beginning of the process, to support their future development. This will also include discussion of their own concerns, and agreed outcomes sought for the children including next steps. Where appropriate, the pupil will be involved in the process of setting and reviewing targets.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.
SEN Support Plans will be drawn up to put specific, measurable targets in place for the pupil. SEN Support Plans will be reviewed and re-written at least three times per academic year. They will be formulated alongside with parents, in a partnership process, and will include suggestions of how parents can support at home.
Full details can be found on the Local Offer website.
At West Rainton Primary School, we work closely with a number of agencies to ensure that our children are well supported, both educationally and pastorally. On some occasions, we may arrange counselling sessions for pupils who need support with personal worries or concerns, or when staff feel that pupils may have worries that they would prefer to talk through with someone else. This may also be at the request of a parent.
It may be possible that additional funding, known as ‘top up funding’ is available from the local authority to support children with their needs within a SEN Support Plan. However, there may be occasions when a pupil’s particular needs cannot be met from the resources available within the school. We may seek advice from outside agencies and experts in the SEND field, including the Educational Psychologist, Children and Adolescent Mental Health Services, Occupational Therapy, Speech and Language Therapy, and the SEND team in the case of learning difficulties. We also consult with School Nursing Services regularly, often as part of the Team Around the Family process.
Occasionally, further action is required. In such circumstances, an EHC (Education and health care) assessment may be necessary. This will be considered at a Person-centred Review meeting, of which the child and their family are at the centre of decision making. Outcomes will be agreed as part of the process, and the document ‘My Story’ will support the process further, by documenting the personal story of the child so far. It is imperative that parents do not have to tell their ‘story’ repeatedly, and this process is designed to support this.
One of our key workers is our Parent Support Advisor, who works closely with parents and children, to support them in many aspects of life. If you would like to discuss this with us, or would like some support, please come and see us at school and we will help you.
Staffing and any Specialist Qualifications/Expertise
In accordance with the Code of Practice 2014, we have a fully qualified and highly experienced SENDCO at our school, with the following qualifications:
- Mrs Susan Firth, BA (Hons) in Primary Education with Qualified Teacher Status, National Award for SEN Coordination, Postgraduate Certificate in Education (Special Needs and Inclusion)
According to Ofsted in November 2017, ‘The leadership of pupils who have SEN and/or disabilities is effective and enables current pupils to make good progress. Leaders maintain detailed records of pupils’ progress and work closely with parents and carers to check the progress that pupils make over time. ‘
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.