Special Educational Needs or Disabilities (SEND)
SENCo (Special Educational Needs Coordinator): Miss K MacAlpine
If you would like to arrange an appointment with Ms MacAlpine to discuss your child’s needs please either speak to a member of the school office team, call the school on 0208 699 5127 or email firstname.lastname@example.org
At St George’s we are committed to meeting the needs of all pupils. We recognise that everyone is different and all of us have a range of strengths and needs and deserve the chance to reach our full potential. At St George’s, children with Special Educational Needs or Disabilities (SEND) are supported by dedicated staff who work to ensure they are highly valued as part of our school community.
Quality First Teaching (QFT) is at the heart of our support to ensure our pupils make progress with their academic, social and life skills. We have a dedicated team who work with staff, classes, groups and individuals to ensure that the needs of all pupils are met and reviewed.
Our aim is: “To ensure that all pupils who have Special Educational Needs are identified, assessed and given appropriate support to enable them to have full access to the National Curriculum, make maximum progress and develop their full potential.”
Where a child has a special need, we work closely with parents/carers and outside agencies and in line with the SEN Code of Practice, follow the following stages:
The class teacher identifies a child’s Special Educational Need and or Disability (SEND). Supported by the Special Needs Co-ordinator, (SENCO) draws up plan which addresses the child’s difficulties and outlines any additional provision that will be made for the child. The child’s name is placed on the school’s SEND register. Depending on the need, the Class teacher and SENCO are supported by specialists from outside the school.
Education Health and Care Assessments and Plans
The school decides if a pupil should be referred for an assessment of EHC needs when it considers that it may be necessary for special educational provision to be made for the child or young person in accordance with an EHC plan.
St George’s Local Offer is information for parents, carers and people who support pupils with Special Educational Needs (SEN). The Local Offer will outline the support and provision that parents and carers can expect to receive for a child with SEN. All Lewisham maintained school have a similar approach to meeting the needs of pupils with SEN and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
To view our local offer click below:
What is happening to make our school successful for all pupils at the school regardless of their needs?
At St George’s we are keen to improve the quality of education on offer for all our pupils and as part of this the Governors and Leadership team of the school constantly reflect upon the school’s potential to enhance provision for children with wide ranging needs and disabilities.
We are very pleased that we able to provide a Nurture room, which enhances our ability to provide high quality support for pupils with high levels of emotional and sensory needs or conditions such as autism.
What types of SEN do we provide for?
|St George’s School is an inclusive school where all children’s welfare and well-being is valued as the highest priority. We believe that children thrive when they know they are cared for and valued and can develop to their highest potential. We provide for children with SEND in the following areas:
· Cognition and learning
· Communication and interaction
· Social, emotional and mental health
· Sensory and/or physical needs
We understand that a child may have more than one type of SEND.
How do we identify and assess pupils 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 planned 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 SEND. 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. You are encouraged to meet with the Inclusion Manager also to further discuss this. When we all agree that additional support is needed we aim to 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. With your agreement, we may make observations and involve 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 and your participation always encouraged.
What is our approach to teaching pupils with SEND?
|Our approach to teaching children with SEND 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 SEND within their class and plan according to children’s 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. We have an accessibility plan, which lays out how our school is organised and how it has been adapted for children with SEND.
Children with SEN may be entitled to different considerations for testing. Please feel free to speak with your child’s teacher or SENCO about your child’s eligibility. Access arrangements may include separate testing rooms, a scribe, a reader, rest breaks or additional time.
How we enable pupils with SEND 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, trips and lessons so that pupils with SEND can access them.
Some interventions and resources we use to support children with SEND
How do we consult parents of children with SEND and involve them in their child’s education?
Our SENCO 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 Teaching assistants 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:
These services provide a range of support including:
How do we evaluate the impact of our SEN provision?
The SENCO 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. The SENCO reports termly to the governing body and we report on the impact of SEN provision in our School Development Plan and make changes where we feel things are not working well.
How do we handle complaints from parents of children with SEND 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 is not sufficient then we also have a complaints policy which you should follow, involving putting your complaints in writing. This is found on our website, or a hard copy is available from Reception.
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/#/