SEND and Local Offer
At Helmdon, our intention for Special Educational Needs and/or Disabilities (SEND) is to ensure that all children receive a high-quality and ambitious education regardless of need or disability. We believe that it is vital that our pupils are equipped with the tools needed to become independent, inquisitive learners both in and out of the classroom. We leave no child behind.
Through our high quality planning, teaching and provision we:
- Work alongside external agencies such as an Educational Psychologist, Speech and Language Therapist or Occupational Therapist, to develop specific targets/programmes tailored to the child’s individual needs.
As a result:
On leaving Helmdon, children with SEND have developed good independence and life skills.
SEND Information Report
How do we identify children and young people with SEND and assess their needs?
There are four areas of ‘Special Educational Needs and Disabilities’:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties (SEMH)
- Sensory and/or physical
Children’s needs will be identified and met as early as possible through:
- The analysis of data including entry profiles
- Classroom-based assessment and monitoring arrangements
- Following up parental concerns
- Tracking individual children’s progress over time
- Information from previous schools/nurseries
- Use of SEND ranges (West Northants Local Offer)
- Information from other services
- Undertaking, when necessary, a more in depth individual assessment - this may include a range of commercially available assessments.
- Involving an external agency where it is suspected that a special educational need is significant.
If a child is identified as not making progress, we will discuss this with the parents in more detail. We will listen to concerns, plan any additional support the child may need and discuss any referrals to outside professionals to support the child’s learning. This will be done as a partnership.
If my child has SEND who will be involved?
Before any SEND are identified the child’s class teacher will first make sure the learning is suited to them and will adapt the type of task, the way learning is approached, or the way they help motivate a child before seeing the SENDCO about the need for anything additional or different. They will use any strategies, equipment or approaches identified as helpful to the child’s progress. The child’s views will also be sought within this process.
The class teacher is responsible for:
- Checking on the progress of each child and identifying, planning and delivering any additional help a child may need (this could be targeted work or additional support) and letting the Special Education Needs/Disabilities Co-ordinator (SENCO) know as necessary.
- Personalized teaching and learning for a child as identified on the school’s provision map.
- Delivering a curriculum that is accessible to all children within the class.
- Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.
The Special Educational Needs Coordinator (SENDCO) will help the class teacher in identifying children with SEND and consider what other strategies can be tried within the classroom. Once children are identified, they then liaise with school staff and help with setting appropriate targets and choosing suitable interventions to help the child make progress. They may assess a child to help them do this and seek their view.
The SENCO is responsible for:
- Developing and reviewing the school’s SEND policy.
- Co-ordinating all the support for children with special educational needs or disabilities (SEND)
- Ensuring that parents are involved in supporting their child’s learning, kept informed about the support their child is getting and involved in reviewing how they are doing.
- Liaising with all the other people who may be coming in to school to help support a child’s learning, e.g. Speech and Language Therapy, Educational Psychology and Occupational Therapy.
- 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 each child’s progress and needs are kept.
- Providing specialist support for teachers, subject co-ordinators and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.
The Head teacher:
The Head teacher is responsible for the day-to-day management of all aspects of the school; this includes the support for children with SEND. The Head teacher will give responsibility to the SENDCO and class teachers, but is still responsible for ensuring that each child’s needs are met. The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEND.
The SEND Governor:
The SEND Governor is responsible for making sure that the necessary support is given for any child with SEND who attends the school.
What are our school’s arrangements for assessing and reviewing children and young people’s progress towards outcomes?
The monitoring and evaluation of the effectiveness of our provision is carried out in a number of ways, including:
- Ongoing assessment of progress made by intervention groups
- Feedback from all staff.
- Pupil interviews (when possible) when setting new targets or reviewing existing targets on APDR plans
- Pupil progress tracking using assessment data
- Monitoring APDR plans and targets, evaluating the impact of targets on pupils’ progress.
- Attendance records and liaison with Education Entitlement Service.
What is our approach to teaching children and young people with SENd?
Where children are underachieving and/or identified as having special educational needs, the school provides for these additional needs in a variety of ways and might use a combination of approaches to address targets identified for individual pupils.
Teachers differentiate work as part of quality first teaching
The teacher has the highest possible expectations for each child and all pupils in their class. All teaching is built on what a child already knows, can do and understands. Different ways of teaching are in place, so that each child is fully involved in learning in class. This may involve things like using more practical learning. Specific strategies are in place to support a child to learn. The child’s teacher will have carefully checked on your their progress and will have decided that a child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
Specific intervention group work
Interventions may be run, by the teacher or teaching assistant (TA) in the classroom, shared area or intervention room.
How are adaptations made to the curriculum and learning environment of children and young people with SEND?
Class teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that each child’s needs are met. Support staff, under the direction of the class teacher, can adapt planning to support the needs of a child where necessary. Specific resources and strategies will be used to support each child individually and in groups. Planning and teaching will be adapted, on a daily basis if needed, to meet a child’s learning needs. All teaching is based on building on what a child already knows and understands. Different ways of teaching are in place so that each child is fully involved in learning in class. This may involve using more practical learning, different resources, using technology or additional adult support. The class teacher will have carefully assessed each child’s progress informally and formally and will know where there are gaps in understanding or learning, they will decide when additional support is needed.
Specific resources may be used including:
- A learning spot to limit distractions
- Pencil grips to support control and to improve handwriting
- Sit-fit cushion to support with posture and to reduce fidgeting
- Visual prompts to remind children of learning
- Visual timetables to develop sequencing of the day
- Individual behaviour chart
- Sensory objects
How does our school evaluate the effectiveness of its provision for children and young people with SEND?
Each child’s progress will be continually monitored by his/her class teacher. His/her progress will be reviewed formally with all staff every term in reading, writing and numeracy. At the end of each key stage (i.e. at the end of year 2 and year 6), all children are required to be formally assessed using Standard Assessment Tests (SATS). Where necessary, children will have an APDR (Assess, Plan, Do, Review) plan with targets specific to their needs designed to close the gap. Progress against these targets will be reviewed regularly, evidence for judgments assessed and a future plan made. The progress of children with an EHCP will be formally reviewed at an Annual Review with all adults involved with the child’s education. The SENDCO will also check that each child is making good progress within any individual work and in any group that they take part in.
How are children and young people with SEND enabled to engage in activities available with children and young people in the school who do not have SEND?
As an inclusive school, every child has the opportunity to access all areas of the curriculum. Therefore, provision for trips and activities will be adapted to meet individual needs, this includes residential trips. Any child needing specific help will have their needs discussed between school and home before any visit or activity.
What support is available for improving emotional and social development, including extra pastoral arrangements for listening to the views of children and young people with SEND and measures to prevent bullying?
Unless children are happy at school, learning is not as effective as it should be. Our school is committed to supporting children who are struggling with emotional difficulties. In addition to the high quality class teaching, we may run specific programmes for small groups of children. These are most often run by a teaching assistant but under the direction of the class teacher or the SENDCO. We use these sessions to focus on targets to help make progress in specific areas. We also use individualised programmes usually on a one to one basis, often supported by outside agencies. Pupil surveys are used for all children (including those with SEND) to share their pupil voice.
How are the school’s resources allocated and matched to children’s special educational needs? The school budget includes money 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 SENDCO 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. If a child continues to make little or no progress, despite high quality teaching targeting their needs, the class teacher and the SENDCO will assess whether the child has a significant learning difficulty. Where this is the case, in consultation with parents/carers, an agreement about the level of SEND support that is required will take place. The support will be carefully monitored to look at the impact. If there is no or very little impact, it may be necessary to apply for an Education Health and Care plan to further support the child’s needs. Schools receive funding for all pupils including those with Special Educational Needs and Disabilities and they meet pupil’s need from this (including equipment). If the assessment of a pupil’s needs identifies something that is significantly different to what is usually available, there will be additional funding allocated. Parents will have a say in how this is used and will be told if this means they are eligible for a personal budget. This must be used to fund the agreed plan.
What are the arrangements for consulting parents of children with special educational needs and involving them in their child’s education?
Class teachers observe and assess each child throughout each lesson. This knowledge, in addition, to the information collected during planned assessments helps the class teacher to make judgments about a child’s strengths and areas for development and progress made. The teacher highlights concerns about progress and identifies any difficulties within the learning. An APDR plan may be suggested to monitor progress. This information is shared with parents/carers. Progress will be reviewed and plans and targets made for the next term. This will include an element of support from home. All information from outside professionals will be discussed with parents/carers. In addition to the designated meeting, the class teacher is regularly available to discuss any concerns parents may have. The progress of a child with an EHCP is formally reviewed at an Annual Review with all adults involved with the child’s education.
What are the arrangements for consulting young people with SEND and involving them in their education?
We recognise that all pupils have the right to be involved in making decisions and exercising choice. We endeavour to fully involve all pupils by encouraging them to:
- State their views about their education and learning
- Identify their own needs and learn about learning
- Share in individual target setting across the curriculum so that they know what their targets are and why they have them,
- Self-review their progress and set new targets
- (For some pupils with special educational needs) monitor their success at achieving the targets on their APDR plan.
How does our school involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations in meeting children and young people’s special educational needs and supporting their families?
Specialist groups run by outside agencies
In line with the SEND Code of Practice 2014, when a child has been identified by the SENCO /class teacher as needing some extra specialist support in school from a professional outside the school advice may be sought from e.g. Local Authority central services, such as the Specialist SEND Support Service, or Sensory Impairment Service (for pupils with a hearing or visual need), or outside agencies such as the Education Psychology Service (EPS). Parents/carers will be asked to give permission for the school to refer their child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and parents to understand a child’s particular needs better and be able to support them more effectively in school. The specialist professional will work with the child to understand their needs and make recommendations as to the ways support is given.
Specified Individual support
This type of support is available for children whose learning needs are severe, complex and lifelong. This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP) from 1st September 2014. This means a 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. The child will also need specialist support in school from a professional outside the school. This may be from Local Authority central services such as the Specialist SEND Support Service (for all SEND needs, and specialist support for pupils with ASD and ADHD) Sensory Impairment Service (for students with a hearing or visual need), or outside agencies such as the Speech and Language Therapy (SALT) Service.
The school (or parents/carers) can request that Local Authority Services carry out a statutory assessment of a child’s needs. This is a legal process which sets out the amount of support that will be provided for a child. After the request has been made to the ‘Panel of Professionals’ (with a lot of information about the child, including some from home), they will decide whether they think the 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 parents/carers and all professionals involved with the child to write a report outlining their needs. If they do not think the 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 the 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 the child makes as much progress as possible. The EHC Plan will outline the support a child will need and what strategies must be put in place. An additional adult may be used to support the child with whole class learning, run individual programmes or run small groups including the child. It will also have long- and short-term goals for the child.
Local Authority Provision delivered in school includes:
- Educational Psychology Service
- Specialist SEND Support Service
- Sensory Impairment Service for children with visual or hearing needs
- Information Advice and Support Service for SEND (IASS)
Health Provision delivered in school includes:
- Consultant Paediatrician
- Speech and Language Therapy input to provide a higher level of service to the school
- School Nurse ∙ Occupational Therapy
- Child and Adolescent Mental Health Service (CAMHS)
What arrangements are there for supporting children when they are leaving this school?
We recognise that transitions can be difficult for a child with SEND, and we take steps to ensure that any transition is a smooth as possible. If a child is moving to another school we will contact the school SENDCO and ensure he/she knows about any special arrangements or support that need to be made for the child. Where possible, a planning meeting will take place with the SENDCO from the new school. We will make sure that all records about the child are passed on as soon as possible. For children in Year 6, the SENDCO or Year 6 Class teacher will discuss the specific needs of the child with the SENDCO of the child’s secondary school. In most cases, a transition review meeting to which parents/carers will be invited will take place with the SENDCO from the new school. The child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead. Where possible, the child will visit their new school on several occasions, and in some cases staff from the new school will visit them in this school.
What arrangements are made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school?
The first point of contact is always the person responsible; this may be the class teacher, the SENDCO or Headteacher. Parents/carers should explain concerns to them first. If they are not satisfied that their concern has been addressed speak to the Headteacher then speak to the SEND Governor.
Under the Children and Families Act 2014, Local Authorities and schools are required to publish information about the services they expect to be available for children and young people with SEND aged 0-25. This is the ‘Local Offer’. The intention of the Local Offer is to improve choice and transparency for families. It is also an important resource for parents in understanding the range of services and provision in the local area.
The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32: