Support including SEND
SPECIAL EDUCATIONAL NEEDS Information Report
Lyons Hall Primary School
Our school believes that all students should be able to make the best possible progress at school and we are committed to ensuring that the necessary provision is made for any pupil who has SEND. We support pupils with SEND to be included in all aspects of school life.
What kind of Special Educational Needs [SEN] are provided for?
A pupil has SEN where their learning difficulty or disability calls for special educational provision, that is provision different from or additional to that normally available to pupils of the same age.
Special educational needs and provision can be considered as falling under four broad areas:
Communication and interaction
Cognition and learning
Social, mental and emotional health
Sensory and / or physical
How will children with Special Educational Needs be identified and what sorts of assessments will be completed?
Baseline tests – reading ages / spelling ages
Teacher / LSA / SENCO identification through observation / marking / gut instinct
Parent information concerns
Tracking progress through intervention groups
Target tracker analysis
Speech and language screen
Early Years baseline
Phonological awareness assessment
Working memory assessments
Provision guidance banding descriptors (when available)
Pre-school assessments and liaisons between settings
Therapists e.g. speech and language
If children come into school with a statement already in place
Who is responsible for the Special Educational Needs provision in school?
The Senco team is Gabrielle Deed and Agnes Kittles
The governor responsible for SEN is Phil Pitt
The Family Support Worker is Sharon McCormick
What arrangements are there for consulting parents of children with Special Educational Needs and involving them in their child’s education?
Termly Learning Consultations [TLC]
Parent consultation meetings
Termly review meetings
Annual reviews for children with a statement / EHC plan
Discussion at the door
Invite parents in to meet with the specialist teachers /Educational Psychologist
What arrangements are there for consulting young people with Special Educational Needs and involving them in their education?
One page profile
My views document
Conversation with teacher / learning support assistant [LSA] / Special Educational Needs Co-ordinator [SENCO]/ Assistant SENCO
What arrangements are there for assessing and reviewing children and young people’s progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review?
Range of assessments in school and by outside agencies
Pupil progress meetings
Person Centred Approach
What arrangements are there for supporting children and young people in moving between phases of education?
Pre-school to Foundation
Team around the child [TAC] meetings
Welcome meetings and booklet
Liaison with pre-school SENCo
Foundation to Key Stage 1
Move round days
Key Stage 1 teachers to visit Foundation children
Joint moderation and hand over meeting
Key Stage 1 – Key Stage 2
Key Stage 2 – Key Stage 3
As above plus
Extra visits to secondary schools
Parents encouraged to visit a range of secondary schools to ascertain right secondary provision for their child
Support for parents when visiting secondary schools
Year 7 children to visit to share their experiences
Secondary SENCo to visit children in primary school
Year 5 annual reviews
Moving between schools
Liaison between the SENCos
Paperwork to be forwarded as soon as possible
If children are from out of county, statement to be re-written into the Essex Format
Meeting with the parent and child
Visit to school
What is the approach to teaching children and young people with Special Educational Needs?
‘Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff’ [Code of Practice; June 2014: 6.36]
Graduated approach linked to assess, plan, do, review
Quality First Teaching / SEN Support / Education, Health and Care Plan
Provision which is ‘additional to and different from’
Relevant research based intervention programmes linked with provision guidance
1:1 support as school decides is appropriate, in consultation with parents
Response to specialist outside agencies
How are adaptations are made to the curriculum and the learning environment of children and young people with Special Educational Needs?
Changes and adaptions to the physical environment
Ramps to make the site accessible
Toilets adapted for disabled users
Double doors in some parts of the building
Use of assistive technology
All advice taken from specialist teachers
Please see the following documents:
What expertise and training of staff supporting children and young people with Special Educational Needs have, including how specialist expertise is secured?
All staff have received some training relating to SEN
Educational psychologist advice
Speech and language therapist advice
Occupational therapist advice
Advice from Child and Adolescent mental health service
Play therapist support
Home / school liaison worker
Senco update meetings and specific training
All staff will receive specialist training when required and available
Attend various training programmes organised by the local authority
How is the effectiveness of the provision given to children and young people with Special Educational Needs evaluated?
Fischer Family Trust [FFT]
Target Tracker [TT]
National Curriculum levels / end of key stage statements
Annual Reviews / Person Centred Reviews
Annual school reports
Exit forms from interventions
If appropriate progress has been made, children may be removed from the SEN register
How are children and young people with Special Educational Needs able to engage in activities available with children and young people in the school who do not have Special Educational Needs?
General inclusion in activities / curriculum
After school clubs
Social skills groups
School residential trips
Adult or peer support as necessary to help children access all areas of the curriculum
What support is there for improving emotional and social development?
Home / school liaison worker
Traffic light behaviour system
Social and Emotional Aspects of Learning [SEAL]
Christian Youth Organisation [CYO]
Personal, Social, Health Education [PSHE]
Circle of Friends
Yo Yo project (Farleigh Hospice) for bereavement
Access to the GROW project
How does the 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?
Invites to Team Around the Child / Team Around the Family meetings
Open door policy
Referrals as appropriate to:
General Practitioner [GP]
Colchester Primary Ophthalmic Clinic [CPOC]
Children and Adolescent Mental Health Service [CAMHS]
Speech And Language Therapist [SALT]
Educational Psychologist [EP]
Specialist Teacher Team [STT]
Family Support to include signposting to:
Family Support Worker
Family in Focus
APEX parent support group
Play And Resource Centre [PARC]
Essex Dyslexia Support
ADHD Chelmsford Group
And various other local support groups
Please see the Local Authority Offer for details
What arrangements are in place for handling complaints from parents of children with SEN about the provision made at the school?
Please refer to the school’s complaints policy
All of the information here applies to children with special educational needs, including those who are looked after by the local authority.
This information should be read alongside the information provided by the local authority which can be found at http://www.essexlocaloffer.org.uk/