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SEND Information Milefield primary school

Milefield Primary is an inclusive school, where we aim to support every child, regardless of need, to meet their full potential. Individualised learning and support, as well as targeted and specific interventions enable us to provide highly differentiated curriculum support to all our pupils.

Additional provision, to that mentioned above and quality first teaching, may be provided for children with Special Educational Needs and Disabilities (SEND). Such provision takes into account the child’s academic and social and emotional needs, in order to prevent barriers to learning and to ensure all pupils are able to access the curriculum and the extracurricular opportunities that are on offer.

Thorough assessment, planning and pupil monitoring systems are used, throughout the school to ensure each child is on track to meet their full potential and to prevent gaps in learning.

The aims of this Information Report are:

Develop all children to their full potential and to value them equally; irrespective of ability, disability, race, gender or background and to give everyone access to the whole curriculum including the National Curriculum.

Identify children, with SEN, as early as possible, in order to support their physical, social, emotional or intellectual development.

Make sure there is a consistent, whole-school approach to the identification and provision for pupils with special educational needs throughout the school.

Involve parents in a partnership of support.

Monitor and evaluate the child’s progress, providing the appropriate information and records as part of this process.

Embrace inclusion for all pupils and ensure a policy of integration into all activities of the school.

Ensure every child is supported in achieving the five outcomes of the Every Child Matters Agenda.

Comply with the SEND Code of Practice.

Local Offer

Local Offer

All Barnsley Local Authority (LA) maintained schools are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.

All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.

The broad ‘areas of need’ as identified in the Revised Code Of Practice (2014) are:

Communication and Interaction

Cognition and Learning

Social, Emotional and Mental Health Difficulties

Sensory and Physical Needs

The LA Local Offer

The Children and Families Bill is now statutory and has been since September 2014. Since this date Local Authorities (LA) and schools are required to publish and keep under review information about services they expect to be available for children and young people with special educational needs/disabilities (SEND) aged 0-25. This is the ‘ SEN Information Report’.

The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.

The School Local Offer (information Report)

This utilises the LA SEN Information Report to meet the needs of SEND pupils as determined by school policy and the provision that the school is able to provide.

Who to speak to if you have concerns...

This should be followed as a flowchart with any concerns:

My child’s class teacher

SENCo

Head teacher/Deputy

Governors

Local Authority (LA)

The class teacher is responsible for:

  • Ensuring the progress of your child and identifying, planning and delivering any additional help your child may need (this may include targeted work or additional support) and informing the Special Education Needs/Disabilities Coordinator (SENCo).
  • Writing individual support plans in consultation with parents and pupils and reviewing these with parents/pupils at least once every term and planning for the next term.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.
  • Ensuring all medical records are kept up-to-date for any children with medical conditions in their class.

Our school SENCo - Mrs Walker (Director of SEND) is responsible for:

  • Developing and reviewing the school’s SEND policy.
  • Coordinating support for children with special educational needs or disabilities (SEND).
  • Ensuring that parents and carers are:
  • - involved in supporting your child’s learning
  • - kept informed about the support your child is getting
  • - involved in reviewing how they are doing
  • Liaising with outside agencies who may support in your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
  • Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
  • Providing specialist support for teachers and support staff in the school so that they can help children with SEND in the school to achieve the best progress possible.
  • Ensuring all children with medical conditions are recorded and updated as required.

Our Headteacher – Mrs Trickett (Acting) / Deputy Headteacher – Mr McClure are responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • The Headteacher will give responsibility to the SENCo and class teachers, but is still responsible for ensuring that your child’s needs are met.
  • The Headteacher must make sure that the Governing Body is kept up to date about issues relating to SEND.

The SEND Governor – Mr D Hickey is responsible for:

  • Making sure that the necessary support is given for any child who attends the school, who has SEND.
If you have questions or concerns, please get in touch:
  • School contact telephone number 01226 710329
  • School email: parents@milefieldprimary.org.uk
  • School twitter account(s): @MilefieldP @mfps_parents

What are the different types of support available for children in our school?

Wave One:

Class teacher input via excellent targeted classroom teaching (Quality First Teaching).

For your child this would mean:

• That the teacher has the highest possible expectations for your child and all pupils in their class.

• That all teaching is built on what your child already knows, can do and can understand.

• Different ways of teaching are in place so that your child is fully involved in learning in class.

• Specific strategies (which may be suggested by the SENCo) are in place to support your child to learn.

• Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

Specific group work (Wave Two)

Intervention which may be:

• Run in the classroom or outside.

• Run by a teacher or a Teaching assistant (TA).

Wave Two

Specialist groups run by outside agencies

e.G .Speech and language therapy, school transition support, educational psychologist.

Sen Support (K)

If your child is identified by the SENCo or class teacher as needing some extra specialist support in school from a professional outside the school, this will be referred to as ‘sen support-K’ and your child will have an individual support plan which will help identify and target areas of difficulty. Outside agency support may be from:

Local authority central services such as communication, interaction and access team (CIAT) (for pupils with an interaction difficulty).

Outside agencies such as the education psychology service (ECCPS).

What could happen:

You will be asked to give your permission for the school to refer your child to a specialist professional E.G: A speech and language therapist (SaLT) or educational psychologist. This will help the school and yourself understand your child’s particular needs more clearly and be able to support them more effectively in school.

The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.

Wave Three

Specified Individual support

This type of support is available for children whose learning needs are severe, complex and could be lifelong.

This has been provided via a Statement of Special Educational Needs. From September 2014, this support will be known as an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small group teaching.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Your child may also need specialist support in school from a professional outside the school. This may be from:

Local Authority central services such as the Educational Psychologist or Hearing Impairment Team.

Outside agencies such as the Speech and Language therapy (SALT) Service.

An annual review will be held to discuss progress towards targets and set new ones for the following year. If they are in a key transition year group (EYFS, Y2, Y6), we will hold the review earlier in the year to ensure adequate provision is in place for them to transition comfortably into their new key stage.

• The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child. The school must complete an information gathering process which can take up to 6 months in order to have enough evidence to warrant a request and an EHCP.

• After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided) seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.

• After the reports have all been sent in, the ‘Panel of Professionals’ will decide if your child’s needs are severe, complex and lifelong. If this is the case they will write an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.

•The EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.

•The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child. It does not specify a designated adult to work one to one with them.

How will school let me know if they have a concern about my child?

We recognise the importance of the early identification of special educational needs to ensure pupils are fully supported in their learning.

If your child is identified as not making expected progress, the school will arrange a meeting to discuss this with you in more detail and to:

• Listen to any concerns you may have.

• Plan any additional support your child may need in a Support Plan.

• Discuss with you any referrals to outside professionals to support your child’s learning.

How is extra support allocated?

• The school budget, received from Barnsley LA, includes funding for supporting children with SEND.

• The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.

• The Head Teacher and the SENCo discuss all the information they have about SEND in the school, including:

◦the children getting extra support already

◦the children needing extra support

◦the children who have been identified as not making as much progress as would be expected and decide what resources/training and support is needed.

• Schools identify the needs of their pupils on a school overview/action plan which for SEND pupils identifies all resources and planned support. This is reviewed regularly and changes made as needed.

Who else provides services to children in our school?

School provision:

Teaching Assistants working with small groups or individual children

Multi Agency Provision including Local Authority Provision delivered in school

Educational outside agencies include: Educational Psychology (ECCPS); Behaviour Support Service (BSS); Learning Support Service (LSS); Communication, Interaction and Access Team (CIAT).

If pupils are not making satisfactory progress, despite receiving additional support, we will seek advice from other agencies and make any necessary referrals with the consent of parents / carers.

Specialist health services such as Speech and Language Therapy (SALT); Children’s Sensory Impairment Team (CSIT), which includes Hearing Impaired Service (HI) and Visually Impaired Service (VI); Occupational Therapy (OT);Physio-therapy (PT); Child and Adolescent Mental Health (CAMHS); Therapies for anxiety, depressed and stress (TADS); other health professionals

We work with Social Services, Targeted Youth Support (TYS) and Community Police

We also have a parent support leader – Miss L Jones

How are our staff supported to work with pupils with SEND and what training (CPD) do they recieve?

• Mrs Walker (Director of SEND) has the National Award for SENCO. She works across 3 schools in our trust: Mapplewell, Milefield and Horizon CC. She sits on panel meetings for EHCP.

• The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes whole school training on SEND issues such as Autistic Spectrum difficulties (ASD), Speech and Language (S&L) and specific Learning Difficulties (SpLd).

• Individual teachers and support staff attend relevant training courses run by the Local Authority and outside agencies. All Support staff and teachers have SEND identification and progress as part of their performance management targets.

How is teaching adapted for my child with SEND?

Here are some examples of how teaching is adapted to meet the needs of all learners at Milefield Primary School...

How will we measure the progress of pupils with SEND?

Your child’s progress is continually monitored by his/her class teacher.

• His/her progress is reviewed formally twice per year in reading, writing, spelling, punctuation and grammar, phonics and maths.

• At the end of each key stage, all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results that are published nationally.

• Where necessary children will have an individual support plan. Targets will be set and progress against these targets will be reviewed regularly, evidence for judgements assessed, and a future plan made. You will be made aware of progress and new targets with termly meetings.

• The progress of children with a statement of SEND/ EHC Plan will be formally reviewed at an Annual Review, with all adults involved with the child’s education.

• The SENCo will also check that your child is making progress within any individual work and in any group that they take part in.

Regular book scrutinies and lesson observations will be carried out by members of the Senior Leadership Team to ensure that the needs of all children are met, and that the quality of teaching for all children is high.

What provision does the school make for the range of children which may be identified?

As a school, we are committed to looking ahead to the range of needs which the school can and may be required to provide for so that all pupils have the same opportunities. While the school has provided a range of interventions and resources for pupils with SEND over the years, we recognise that every child is unique and that one strategy or resource does not necessarily have impact for all pupils.

In respect of this, we will continue to seek the advice of outside professionals and personalise the support where needed. This may involve the purchase of new resources or training for staff. As such, while the information below sets out school’s response and main provision based on what has had the greatest impact for pupils, it is by no means exhaustive.

The response is divided in to 4 main areas:

Cognition and Learning difficulties including General/Moderate Learning Difficulties, Specific Learning Difficulty – Dyslexia. Specific Learning Difficulty dyscalculia, Down Syndrome.

Communication and Interaction including Physical dyspraxia (DCD) Autistic Spectrum Disorder (ASD) /Aspergers Syndrome, speech language and communication needs.

Social, Emotional and Mental Health Needs (SEMH) including attachment disorders and behavioural issues.

Sensory and/or Physical Needs Including visual impairment, hearing impairment and physical and medical conditions

Communication and Interaction

Autistic Spectrum Disorder/ Aspergers Syndrome

The school identify pupils having continued difficulties with communication and demonstrating characteristics associated with ASD. If ASD is suspected, then the SENCo in agreement with parents will refer the pupil to the educational psycholgist and in some cases, CAMHS (Child and Adult Mental Health Service.) Referrals can be made through the GP, but school will also refer.

The SENCo will ensure that:

The appropriate paperwork is filled in to enlist the support of the appropriate external agencies

Advice from the external professionals is carried out

The necessary support and provision is in place

Access to appropriate learning resources are available

Appropriate level of support is in place from an additional adult

Access to specific intervention programmes are available

Measures are put in place to ensure a smooth transitions into new key stages/ new schools

Part of the provision may include:

Strategic use of a TA

Use of Social Stories

Visual timetables and a structured activities

Support at lunchtime

Early notification of changes to routine

Any other programmes and resources recommended by external professionals

Speech, Language and Communication Needs

The school identify pupils who are having continued difficulties with either the ability to understand words and sentences, an inability to process and combine sounds to say words, communicate in the right way, understand non-verbal communication or have difficulties in all four areas.

Pupils will have a plan drawn up for this. If difficulties continue, then the SENCo in agreement with parents will refer the pupil to a Speech and Language Therapist (SALT). This will determine the communication needs of the child.

The SENCo will ensure that:

The appropriate paperwork is filled in to enlist the support external agencies

Advice from the external professionals is carried out

The necessary support and provision is in place

Access to appropriate learning resources is in place

An appropriate level of in class support is in place

Specific intervention programmes are accessed if necessary

Part of the provision may include:

Strategic use of a TA

Individual programmes devised by SALT

Visual timetables

Any other programmes and resources recommended by external professionals

Social, Emotional, Mental Health Needs

Persistent disruptive or withdrawn behaviours do not necessarily mean that a child has SEN. There may be other circumstances contributing to the presenting behaviour. Sometimes behaviours can be directly attributed to the medical diagnosis of ASD (See Communication and Interaction section) or Attention Deficit Hyperactivity Disorder (ADHD).

The school will identify that pupils are having continued difficulties with behaviour. A BSP (Behaviour support plan) will be drawn up to further support pupils. If difficulties continue, then the SENCo, in agreement with parents, will, depending on the reasons for the behaviour, either seek support through the Educational Psychology Service or Child and Adolescent Mental Health Services (CAMHS) and support from TADS.

The SENCo will ensure that:

The appropriate paperwork is filled in to enlist the support of the appropriate external agencies

Advice from the external professionals is carried out

The necessary support and provision is in place

Access to appropriate learning resources are in place

An appropriate level of in class support is in place

A stringent Behaviour policy is in place which involves the attendance officer, key stage leads and deputy headteacher/headteacher.

Part of the provision may include:

Strategic use of a TA

Individual programmes advised from external professionals

Social Skills and/or Self Esteem interventions

lunchtime support for pupils who require extra guidance and a lunchtime supervisor lead buddy system

Access to TADS in school support

Sensory physical and/or physical needs

Visual Impairment

Visual impairment impacts on all areas of the curriculum and requires specialist advice and support in order for pupils to be fully included. If characteristics of visual impairment were identified by the school and were a concern, then in the first instance, school would recommend that the child should see an Optician or GP who would be able to refer them to a Consultant Ophthalmologist if necessary.

The SENCo will ensure that:

The appropriate paperwork is filled in to enlist the support of the appropriate external agencies

Advice from the external professionals is carried out

The necessary support and provision is in place

Access to appropriate learning resources are in place

An appropriate level of in class support is in place

Staff training on visual impairment is attended

Part of the provision may include:

Strategic use of a TA

Ensuring an uncluttered environment and good levels of contrast

Seating visually impaired pupils at the front or close to the focal point of the lesson

Visually friendly fonts

Physical and medical needs

There are a range of physical and medical needs which the school may need to provide for. Consultants, Physiotherapists, Occupational Therapists or the GP will have made the diagnosis of a physical or medical need.

The SENCo will ensure that:

The appropriate paperwork is filled in to enlist the support of the appropriate external agencies

Advice from the external professionals is carried out

The necessary support and provision is in place

Access to appropriate learning resources is in place

An appropriate level of support is in place

Part of the provision may include:

Strategic use of a TA

Individual programmes recommended by outside agencies - physiotherapy for example

Any other programmes and resources recommended by external professionals to meet their needs including physical adaptations to the schools layout.

Staff training as necessary

Specialist equipment e.g. thicker pencils or pens

Support for parents of children with SEND

The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.

The SENCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have. See website for details: www.milefieldprimary.org.uk

All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.

Support Plans will be reviewed with your involvement.

Accessibility

The building has disabled parking.

The school is on one level and ramps have been fitted in key entrances to school.

We ensure, wherever possible, that equipment used is accessible to all children regardless of their needs.

Extra curricular activities are accessible for children with SEND.

No children are left out of any trips/residentials or any outside school activities due to SEND.

All pupils are treated equally and fairly, regardless of race, gender, sexual orientation or cultural beliefs.

Transition

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

If your child is moving child to another school:

We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.

We will meet with the SENCo.

We may visit the school with parents/pupil

We will attend any annual reviews and invite their SENCo to our annual review

We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

Information will be passed on to the new class teacher IN ADVANCE and a planning meeting will take place with the new teacher. Support plans and EHCPs will be shared with the new teacher, previous teacher, SENCo and parents

The final Support plans are written in conjunction with the previous class teacher wherever possible as we know they know your child best in school.

Any EHCP or SEND pupils with concerns will have transition sessions with their new class teacher, LSA and experience their new classroom. This will be shared with parents/carers prior to occurring.

All parents will attend a transition meeting with their child’s new class teacher as early as possible.

In Year 6:

The SENCO will liaise with the SENCo from the high school. The high school SENCo is also invited to the Y6 annual reviews

Additional transition sessions are built in where deemed necessary

Support staff and teachers from the high school meet with Y6 teachers and pupils during the summer term

Pupil, parents, high school SENCo, current SENCo and inclusion leader hold a transition meeting

Recent developments

Autumn 2017

Teaching and Support staff and governors attended a training session on the SEND reforms and how they affect all parties in school.

2020

Mrs Walker conducted training sessions for all teaching staff on attachment issues and how to best support these pupils.

Mrs Walker provided support to all teaching staff in writing and utilising support plans/ehcps in class teaching for all waves of intervention.

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