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Heddington's SEN Information Report

At Heddington Primary School we believe in providing every possible opportunity to develop the full potential of all children. All children have the right to a broad and balanced curriculum, including extra-curricular activities where appropriate and full access to the National Curriculum. All children are valued and their self-esteem promoted. We are dedicated to inclusive provision enabling access for all to the learning opportunities provided, including those children with Special Educational Needs or Disabilities (SEND). These children may require special provision to be made for them in order to access the activities available to all – that is provision additional to or different from that made generally for children of their age. All schools are required to make available their SEND information report to families. This SEND Information Report details how we support children with SEND.

Which SEND do we provide for?

At Heddington primary school, we endeavour to provide for the full range of SEND we encounter and will adapt teaching and learning and the school environment to the needs of the pupils in our school, as compatible with the efficient education of other children and the efficient use of resources. We do not assume that children’s SEND will be discreet and specific but are aware that needs are often complex and unique to each child. The main areas of need that we are likely to encounter include communication and interaction; cognition and learning; behavioural, social, emotional and mental health difficulties and sensory or physical needs.

How do we identify SEND and assess this?

Where concerns regarding a child’s behaviour or progress are raised by the parents/carers, class teacher or child or indicated by unsatisfactory progress, The SENCO (Special Educational Needs Co-ordinator), Victoria Vince, will be informed and the ‘Wiltshire Graduated Response to SEND support ‘ (WGRSS) will be completed to initially assess the child’s needs. This is a checklist which will indicate the area of need and give an indication of its severity. This in conjunction with class teacher observations, parental information, and record of progress will be used to plan support for the child.

The SENCO is responsible for the overseeing of identification, planning, implementing and assessing provision for children with SEND and can be contacted through the school.

How do we teach children with SEND?

At Heddington Primary we ensure access to a broad and balanced curriculum for all. The learning needs of the majority of children will be met in the classroom. We aim to achieve this through high quality planning and quality first teaching where learning and activities are differentiated to meet the needs of individuals. Teachers are expected to make every effort to ensure that children with special educational needs are fully involved in the life of the class. All teachers and teaching assistants are aware of the SEND of the children we teach, it is the class teacher’s responsibility to make provision for the children in their class.

Access to the curriculum for every child is made possible through adaptation of teaching strategies and the learning environment, use of classroom resources, differentiated activities and providing scaffolding such as TA (Teaching Assistant) support. These strategies and any other necessary and reasonable adaptations, ensure inclusion for all in our teaching and learning.

Where this is not enough, some children may require more focussed support to enable them to access learning. In this instance the class teacher, in conjunction with the SENCO, will write an IEP (Individual Education Plan) for ‘School support’ for the child. This IEP is aimed at enabling children to make progress and contains 2-4 ‘SMART’ (Specific, measurable, attainable, realistic targets) targets, these will be recorded on the IEP and shared with the child and parents – where possible parents and children will be involved in devising these. Progress towards these targets will be recorded at least every two weeks. It is expected that children will achieve these targets and IEPs will be reviewed at least twice a year and targets changed or altered as and when necessary. To achieve these targets it may be necessary for some children to spend time outside of the classroom in a small group or 1:1 with a TA, teacher, SENCO or Headteacher working on specific activities related to the targets identified. This will complement classroom work so that the skills, knowledge and understanding will be transferred back to the classroom. Provision allocated to pupils with SEND will be recorded on a whole school ‘provision map’. This details the amount of time dedicated to different interventions and specific SEND work.

In cases where this in school support is not sufficient to meet the needs of the child and extra support/expertise is necessary, specialist outside agencies will be consulted and involved in planning, target setting and assessing for SEND children (See ‘Outside agency involvement’, below).

In cases where children have more severe needs a statutory assessment by the local authority may be requested. This will involve completion of a statutory ‘My Plan’ for the child detailing their personal information, personality, strengths, needs, required support, current targets and aims and the longer term wishes of the child, parents and school.

What expertise and training do staff have to support children with SEND?

Through the monitoring and evaluating of our SEND provision the SENCO, with the head teacher will identify any particular professional development needs of the staff. We endeavour to ensure that all staff are up to date with relevant legislation, guidance and training regarding SEND provision and provide training in specific areas when necessary. Staff who attend courses, engage with learning materials or observe best practice in other schools will feedback on this to other staff through staff meetings. The effectiveness of such professional development will be monitored and evaluated by the SENCO, and information provided during the annual evaluation of the school’s overall SEND provision.

How do we include parents/carers of children with SEND and children themselves?

All parents/carers of children with SEND will be involved as much as possible in identification of the nature of these needs and will be informed of the action undertaken to support their child. Parents/carers will be consulted where appropriate in devising targets for their child and will be made aware of the targets their children are working on and how best to support children at home. At Heddington School we recognise the enormous contribution to success parents/carers can make and expect parents to be as involved as possible in their children’s education and to support their learning inside and outside of school. Parents will be updated on progress of their children towards their targets at formal parent’s evenings, twice a year and at informal parents evenings 3 times a year as requested as well as through written reports and informal discussion with the class teacher as and when requested.

At Heddington School we encouraging pupil’s to have a ‘voice’ in their education as an effective tool in building self-esteem, confidence and motivation. As well as involvement in target setting, children will regularly be asked how they feel they are progressing against their targets and through discussion with TAs/Teachers will help to decide if they are ready to move on to new targets and what these might be. Pupils will receive regular praise, encouragement and feedback on their progress.

How do we assess and review progress towards outcomes?

All children at Heddington School are assessed in reading, writing and mathematics 6 times a year through tests and teacher levelling. Following this, pupil progress meetings are held between the head teacher and class teachers to discuss progress. These levels allow us to monitor progress closely throughout the year, identify children who may require school support to make expected progress and, for those children already identified as having SEND, this allows us to see progress towards the desired outcomes and to identify further areas of need and adjust IEP targets and our provision accordingly. IEPs are reviewed at least twice a year and targets changed as and when necessary when they are attained.

For children with a statutory ‘My Plan’ (Previously a ‘Statement of Special Educational Needs’) a yearly review meeting will be held and all relevant professionals and stakeholders involved in provision for the child, including parents/carers, will be invited to review progress and set new targets.

How do we evaluate the effectiveness of our provision?

Twice yearly meetings with specialist professionals from the local authority allow us to plan our provision for children with SEND in school and to seek advice from outside specialists on teaching and learning strategies which may benefit the children in our school. As well as this, these meetings allow us to plan our whole school development for SEND provision and, in conjunction with these outside professionals, to monitor our own effectiveness. Where necessary, the Headteacher will identify weaknesses in SEND provision and these will be included as development points on the School Improvement Plan.  Support from outside agencies in developing our SEND provision is sought, as appropriate, from the Local Authority.

How we prepare children transitions?

At Heddington primary school, we maintain strong links with other schools to ensure smooth transitions both on entry to our school and leaving.

Through liaison and visits to local Early Years Settings, home visits and transition taster days our Foundation Stage teacher ensures a good knowledge of the children arriving each September, and the children are familiar with the school, class, adults and peers they will encounter. Children are invited to visit us for induction visits in the term before they start school. If necessary the school liaises with other outside agencies at this stage to ensure provision is inclusive from the start.  Children with SEND who transfer from other schools are supported through their induction to the school by the class teacher, SENCO and the Headteacher to ensure that they have a smooth transition.

Transition from Year 6 to Year 7 is supported by close links with the secondary schools our children will attend. Staff from Secondary Schools usually visit us and children are invited to attend taster days at their new schools in the Summer term before moving up. The year 6 Class Teacher and SENCO work closely with Heads of year 7 and the Secondary School’s SENCO where necessary to make sure children’s needs and current provision, levels and targets are made clear.

How are outside agencies involved in provision for children with SEND?

At Heddington Primary the SENCO and Head teacher maintain close links with the Local Authority support services in order to ensure that the school makes appropriate provision for children with special educational needs. Where it is necessary to contact outside agencies, the SENCO will usually make the necessary arrangements, apply for access to this provision and discuss with parents/carers accordingly. These agencies may include:

  • Speech and language therapy
  • Occupational therapy
  • Child and Adolescent Mental Health Services (CAMHS)
  • Educational Psychologists
  • Specialist Educational Needs Support Service (SENSS) which includes:
  • Pastoral Support
  • Behaviour support
  • Learning support
  • Social Communication Needs
  • School Nurse (Health/Medical Needs)
  • Wiltshire Outdoor Specialist Provision
  • Play therapy
  • Ethnic Minority Advisory Service (EMAS)
  • Relate ‘Time to Talk’ Counselling service for children
  • Links to specialist schools
  • Parent Support Advisor
  • Common Assessment Framework (CAF)

At Heddington Primary School we value the emotional and social development of our pupils and acknowledge that this is paramount to ensuring progress in learning. We therefore offer a range of pastoral care support where necessary including nurture groups, social skills groups, counselling from the Relate service, ‘bubble time’ to talk with members of staff and a range of enrichment activities. We fully enforce our anti-bullying policy which is regularly discussed and reviewed with the children.

Complaints handling

If parents/carers have a complaint concerning provision for their child they should first discuss this with the class teacher. If this proves unsuccessful the matter should be referred to the SENCO and/or Head teacher. Should the matter still be unresolved the parents/carers should contact the ‘responsible person’ on the governing body. If the complaint remains unresolved the Chair of Governors should be involved and finally the complaint should be taken to the Local Authority and/or Secretary of State.

 

For further information please contact the SENCO, Victoria Vince or Head Teacher, Ashley Martin, in school.

 

Our SEND policy is available on the school website.

Wiltshire council’s ‘Local Offer’ of services is available at www.wiltshirelocaloffer.org.uk