Special Educational Needs (SEN) Information Report
The St George’s School SEN INFORMATION REPORT sets out in one place what we provide for children and young people with special educational needs and/or disabilities (SEND) throughout their time with us. It explains how we support them on to the next stage of their education. Our SEND policy gives more detail about our day to day procedures.
Lewisham Local Authority also publishes on its website a Lewisham Local Offer, which sets out a wide range of information about the specialist services, schools, colleges and organisations that can provide support and information for families of children and young people with SEND. It explains the procedures for requesting an assessment for an Education Health and Care Plan (EHCP) – which is replacing the SEN statement. You will also find information about:
- where to go for advice and guidance on SEN and Disability matters
- leisure activities for children with SEND
- arrangements for resolving disagreements and mediation
What kinds of SEN do we provide for?
St George’s is an inclusive school where all children’s welfare and wellbeing is valued as the highest priority. We provide for children with SEND in the following areas:
- Cognition and learning
- Communication and understanding
- Social, emotional and mental health
- Sensory and/or physical needs
We understand that a child may have more than one type of SEN.
How do we identify and assess children with SEN?
If children come to our school with an identified special need we will gain as much information as we can before they start so that we can provide the best support. We will speak with parents and any previous settings. We believe that early identification is vital in establishing the best ways to support a child with SEN. Your child’s class teacher will continually assess and monitor your child’s progress. It is best to arrange to talk to your child’s teacher first if you have any concerns about your child’s progress or learning. When we all agree that additional support is needed the Inclusion Manager will become involved and we will work together to agree targets and identify specific support to be put in place. At this point we will create an Individual Education Plan (IEP) with the views of the child, parent and teacher included. We may make observations and involves external agencies to provide support and advice. You will be part of every decision making process and your consent will always be sought for referrals.
Who is our Special Educational Needs Co-ordinator (SENCO) and how can he/she be contacted? How do we involve parents/carers and children?
The name of our SENCO, or Inclusion Manager, is Miss Bacon. She is happy to arrange an appointment with you to discuss your child’s needs. It is easiest to arrange an appointment either through popping into the school office, calling on 020 8699 5127, or you can email email@example.com.
What is our approach to teaching pupils with SEN?
Our approach to teaching children with SEN is the same as that we use to teach all children. All children need a broad and balanced curriculum, which is fun, meaningful and differentiated to meet the needs of all learners.
We make sure that our classrooms are motivating and stimulating, that teachers are well informed on the nature of the SEN within their class and plan according to his or her needs.
Our teaching is adapted continually to ensure access for all children and to incorporate advice from other practitioners and outside agencies.
How do we adapt the curriculum and learning environment?
Adaptations are made through quality first teaching and personalised learning. We also make sure that children have resources to help them learn, like ICT provision, move ‘n’ sit cushions, visual prompts, handwriting slopes, pencil grips and scissors, and resources or text produced on coloured paper, where this is helpful.
Access to tests for children with SEN are assessed on an individual basis where we consider which will best suit the needs of the child. They may include separate testing rooms, a scribe, a reader, rest breaks or additional time.
How we enable pupils with SEN to engage in activities with other pupils who do not have SEN?
We believe that every child has the right to access a broad and balanced curriculum which encourages them to reach their full potential. We promote an inclusive culture which celebrates difference and look to reduce barriers in whatever ways we can. We will endeavour to adapt all activities so that pupils with SEN can access them.
How do we consult parents of children with SEN and involve them in their child’s education?
Families and children are at the centre of all we do. We believe that only through working together to reduce barriers to learning will we build the best foundations for our children with and without SEND.
We listen to the views of our children and always welcome parents into the school to come and speak with us. We know that you are the most important people in your child’s life and we need your knowledge to plan best for your child.
We will keep our SEN Information Report under review and ask our children and their families what is working well and where improvements can be made.
How do we assess and review pupils’ progress towards their outcomes?
All children’s progress is monitored regularly by class teachers and their planning is informed by this. We follow the assess-plan-do-review cycle to ensure we are regularly evaluating the support we have in place for children with SEN. Termly meetings are held between you and your child’s teacher to discuss and review your child’s IEP targets, in what we call ‘listening conversations’.
If you or the school feel that your child needs more support than the current provision can set in place then either you or the school can make a request to the Local Authority for an EHCP (Education Health Care Plan). More details about this legal process can be found at Lewisham Local Offer’s website (see below).
All children with an EHCP will have additional annual review meetings which families and all involved professionals are invited to. We will always make sure that we organise meetings at times that are convenient for you and your family.
How do we support pupils moving between different phases of their education?
Transition periods can be tricky. Some children find it difficult to change classes or may find the leap in learning styles challenging between phases. Our children move through the EYFS (Nursery and Reception classes); KS1 (Years 1 and 2) and KS2 (Years 3-6). We make sure that transitions are well managed. When children come into our nursery or Reception classes, teachers make home visits or visits to other nursery settings. If a child already has an identified special need, the SENCO may visit the child in their current setting too and meet with the people who know the child best. Teachers organise hand over meetings at the end of every year to make sure they have the information they need in order to best support your child. This includes all the information on the child’s IEP and provision map. Children visit their new classrooms and teachers each Summer so that they are prepared for the change in the Autumn. Sometimes they have books to help them prepare for this change.
Additionally, we ensure that the Inclusion Manager has meetings with all secondary school Inclusion Managers to support the transfer of our Year 6 pupils from primary to secondary school. Secondary school visits are encouraged and often they will meet your child at St George’s too. Some children find it beneficial to practise journeys to secondary schools and have books to prepare them. Our teaching assistants can support your child with this.
How do we support pupils with SEN to improve their social and emotional development?
· Circle Times and high quality PSHCE lessons
· School Council review of our Anti Bullying Policy
· Nurture groups
· Mentoring support
· Lunch time clubs and supported activities
· Weekly outreach support from New Woodlands School
We are extremely lucky to have a parent advisor working with us all the time. Her name is Lee Franklin and you will find her by the playground gate in the mornings and in the afternoons. You can come in and see her at any time and she can provide advice and support in many different areas. Click here for more information.
You can look at our Anti bullying policy here for more information on how our pastoral support ensures we are a school who takes any incidents of bullying very seriously.
What expertise and training do our staff have to support pupils with SEN?
All staff have regular training and guidance to meet the needs of our children. Our Inclusion Manager supports staff with planning and ensures that recommendations from professionals have been implemented. Timetabled staff INSETs have a SEND focus where we make sure that teachers and TAs have an awareness of the different special educational needs and disabilities of children in our school, that they are able to plan and teach/support lessons which meet the needs of all children and that they understand the social and emotional needs of children with SEND. Training may be from an external provider, tailored and delivered ‘in-house’ or from specialist outside agencies such as Educational Psychology or Drumbeat ASD outreach.
How we will secure specialist expertise?
We work closely with other professional services who lend their expertise to help the school and parents find more effective ways of supporting your child. We may use the services of:
• Educational Psychology
• Drumbeat ASD outreach service
• Speech and Language advice and input
• Occupational Therapy team
• Visual Impairment Team
• Hearing Impairment Team
• New Woodlands outreach service (for children Social, Emotional and Mental Health difficulties)
• School Nurse/Health Visitors
• Targeted Family support and social care
• Voluntary or charity organisations
These services provide a range of support including:
o working one to one and small group work with children
o providing training for teaching and support staff
o helping us to assess needs, plan next steps and review progress.
How do we evaluate the impact of our SEN provision?
The Inclusion Manager measures the impact of interventions to see if they are working or not. The leadership team and SENCO monitor pupil progress and regularly and progress review meetings help teachers understand next steps or their children.
How do we handle complaints from parents of children with SEN about provision made at the school?
We value open and honest communications and would always ask you to come and speak to us to resolve any upset. If you feel that this hasn’t worked then we also have a complaints policy which you should follow, involving putting your complaints in writing.
Who can young people and parents contact if they have concerns?
For independent advice, information and support you can contact the Special Education Needs and Disability Information, Advice and Support Service (SENDIAS) on 0203 319 2163 or the Independent Supporter at Contact a Family. Both services are working together to ensure that you are provided with the right advice and information.
Where can the LA’s Local Offer be found? How have we contributed to it?
Lewisham Local Authority’s Local Offer can be found at: http://www.lewishamlocaloffer.org.uk/#/.
To see our Local Offer page click here
When will this SEN Information Report be updated?
Annually – the SEN Information Report will next be updated in September 2017.