workingBroadway Infant School’s Information Report for children with Special Educational Needs and Disabilities (SEND)

Our school provides a differentiated creative curriculum and additional focused teaching sessions for children with special educational needs and disabilities who have learning difficulties. Children have a learning difficulty if:

  • They have significantly greater difficulty in learning than the majority of children of the same age
  • They have a disability which prevents or hinders them from making use of the educational facilities that are provided for other children of the same age

A few children with more complex needs will have SEN identified at a very young age and may have an Education, Health and Care Plan before they start school. Other children may experience difficulties with learning, behaviour or social skills at any time in their school life.  We aim to identify children’s difficulties at an early stage and work with you to help resolve them.

The following information is intended to help parents and carers understand how Broadway Infants ensures it offers excellence and choice to all children, whatever their ability or needs.

How do the teachers know if my child needs extra help?
When children first join our school we make baseline assessments of what they know and understand. Many of the children who join us at age 4 have already been attending a pre-school. We meet with the pre-school staff who share their assessments of the children’s learning with us. We obtain information about older children who join us from their previous school. In some cases children begin at our school with their special needs already assessed. We use our baseline assessments to provide starting points for the development of an appropriate curriculum for all the children in our care.

Children are then regularly assessed during the time they spend attending our school. These assessments provide teachers with the information they need to:

  • confidently plan what each child needs to learn next;
  • quickly identify if a child needs extra help.

What should I do if I think my child may have special educational needs?
If you think your child may have special educational needs please tell us as soon as possible. There are several people you can talk to about why you think this may be the case. We have an open door policy and we are always ready to listen. Please speak to your child’s class teacher or a member of the office staff so they can arrange a confidential meeting to discuss your concerns. This will ensure you have some time with the teacher and the Special Educational Needs Co-ordinator to discuss how we can work together to support your child. You can also arrange to make an appointment to speak directly with the Headteacher if you prefer.

When a teacher notices a child is having learning difficulties they always inform the parents and carers and the Deputy Head (SENCO) at the earliest opportunity because they know that early identification is vital. This ensures that:

  • everyone is able to quickly provide help for a child
  • parents and carers always fully understand their child’s needs
  • parents, carers and the school can work together to ensure the best possible provision is in place for a child so that they can continue to make progress.

The Deputy Head (SENCO):

  • Manages the day-to-day operation of the school Special Educational Needs Policy
  • Supports and advises all the staff in the school in relation to supporting children with special educational needs
  • Oversees the records of all children with special educational needs
  • Acts as the link with external agencies and other support agencies
  • Monitors and evaluates the special educational needs provision, and reports to the governing body
  • Manages a range of resources, both human and material, to enable appropriate provision to be made for children with special educational needs
  • Contributes to the professional development of all staff

How will the teachers support my child in school?
We ensure that the special educational needs of children are identified, assessed and provided for by:

  • Providing support for children who need help with communication and language and literacy
  • Planning to develop children’s knowledge and understanding through the use of all their senses and of varied experiences
  • Planning for children’s full participation in learning across all areas of the curriculum and in physical and practical activities
  • Helping children to manage their behaviour so they can take part in learning effectively and safely
  • Helping individuals to manage their emotions, particularly frustrations, trauma or stress, so they can enjoy learning and thrive

 How will all the staff know that my child has special education needs or a disability so that they can give them the support they will need?
We aim to clearly identify the roles and responsibilities of all staff in providing for children’s special educational needs

The governing body has due regard to the Code of Practice when carrying out its duties toward all pupils with special educational needs. It does its best to secure the necessary provision for any pupil identified as having special educational needs. They consult the LEA and other lead professionals, when appropriate, and report annually on how they ensure that every child gets teaching to meet their individual needs.

The governing body has an identified governor who has specific oversight of the school’s provision for pupils with special educational needs. The SEN Governor ensures that all governors are aware of the school’s SEN provision and how it is progressing in its support of children who have SEN

The ‘responsible person’ in our school is the Headteacher. The Headteacher ensures that all those who teach or support a pupil with an Education Health and Care plan or SEN Statement are aware of the nature and requirements of the plan/s.

 The class teacher and the Deputy Head (SENCO) assess and monitor the children’s progress in line with existing school practices. This is an ongoing process. The Deputy Head works closely with parents/carers, teachers and support staff to ensure the delivery of an appropriate agreed Individual Education Plan (IEP) (this is called and Individual Play Plan (IPP) in Reception). Whenever we can we also include the views of children within this plan.

If a child has an Education, Health and Care Plan or Statement this may mean that the school employs a member of staff to support that child on a one to one basis as and when this is required.

Sometimes teacher and parents realise that a child is having problems learning in a particular area of the curriculum for example: communicating with others, understanding mathematics etc. Both teachers and teaching assistants use a range of specific interventions for children that are targeted towards improving learning in specific areas of the curriculum e.g Precision Teaching to improve decoding skills.

All interventions are regularly and systematically reviewed to ensure children are making progress.

How will the curriculum be matched to my child’s needs?
We enable all children to have full access to all elements of the school curriculum.

The school provides a broad and balanced curriculum experience. The National Curriculum and Foundation Stage Curriculum form a basis from which teachers plan learning delivered through a creative curriculum that incorporates children’s own curiosity and specific interests at it’s heart. Teachers plan differentiated lessons to meets the specific needs of individuals and groups of children. We have high expectations of all our children and we aim to remove all barriers to learning and participation. We want all our children to feel that they are a valued part of our school community. Through appropriate curricular provision, we respect the fact that children:

  • Have different educational and behavioural needs and aspirations
  • Require different strategies for learning
  • Acquire, assimilate and communicate information at different rates
  • Need a range of different teaching approaches and experiences

We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible, we do not withdraw children from the classroom. There are times, though, when to maximise learning, we ask the children to work in small groups, or in a one-to-one situation outside the classroom.

 

How will the school help me to know how my child is doing and how will you help me to support my child’s learning at home?
We ensure that parents are able to play their part in supporting their child’s education. We make clear the expectations of all partners in the process.

When a child receives planned support that falls outside of our normal planning systems their needs will be recorded on an Individual Education Plan (IEP) and/or provision maps. These will show the short-term target/s set and the teaching strategies to be used. They will also indicate the planned outcomes and the dates for the plan to be reviewed. In most cases, this review will take place three times per year. These plans will be shared and agreed with parents/carers at the beginning of the intervention process. We will then hold regular review meetings with the parents/carers so that they can full support their child’s learning, understand how much progress is being made and celebrate their child’s achievements. Children are invited to these meetings and encouraged to contribute their ideas and interests so they are engaged in their progress and learning.

If the review identifies that support is needed from outside services, we will consult parents/carers prior to any support being requested. In most cases, children will be seen in school by external support services. External support services will provide information for the child’s new IEP/provision map. The new strategies in the IEP/provision map will, wherever possible, be implemented within the child’s normal classroom setting.

If a child continues to demonstrate significant cause for concern, the school will work in partnership with parents/carers to help the child access additional support from outside agencies. This may result in the school and parents/carers working in partnership to present an application for an Education Health and Care Plan to the local authority. A range of written evidence about the child will support the request.

What support will there be for my child’s overall well-being?
Broadway has well established procedures for supporting the medical needs of children who attend the school. Staff have experience in supporting children with asthma and long term medical needs. The school has long standing partnerships with outside agencies such as the school nurse, speech therapist etc. when children with medical needs join the school a medical care plan is completed so that a child’s specific needs can be confidently met.

The school offers several after school activities. For example, choir, football science etc. which children with SEND are supported to access.

When children find it hard to conform to the behaviour expectations of the class we have a chill out space which they can elect to access. We also offer on-to-one mentoring to children who require this. Children are helped to develop strategies to cope with situations that cause them distress or anxiety. We have modified the classroom environment to ensure children feel safe and supported for example we provide visual timetables, quiet zones, etc. We also provide weekly timetables to parents/carers when a child requires reassurance to reduce anxieties and the behaviours associated with it this is particularly relevant to children who have a diagnosis of Autistic Spectrum Condition (ASC).

What specialist services and expertise are available at Broadway Infants or accessed by the school and how do you all work together?
We confidently access support from a comprehensive list of outside agencies some of whom we buy in to provide specifically for our school:

Education Psychology

Behaviour Support

Inclusion Support

Parent Support Worker

Sand Tray Therapy (delivered in house with external supervision)

EMTAS (Ethnic Minority and Traveller Achievement Service)

Occupational Therapist

Physiotherapist

Speech Therapist

School Nurse

We liaise with the agencies through organised meetings held at the school. Our school SENCO holds the National Qualification for Special Educational Needs co-ordination. She is supported by the Head Teacher and a class teacher who also both hold this qualification.

What training has the staff supporting children and young people with Special Educational Needs and Disabilities had or are they having?
Two teaching assistants have attended Early Bird training course supporting parents/carers of children who have ASC

All staff have received training on anxiety reduction ASC

All staff have received training on Dyslexia

One teaching assistant has had training on supporting children who have experienced family bereavement

One teaching assistant has received training in play therapy.

One teaching assistant is a qualified facilitator for the ‘Happy Secrets’ confidence building program

We have a plan in place to send a member of staff to qualify to deliver a parent support training package.

 

How will my child be included in activities outside the classroom including school trips?
We create an environment that meets the special educational needs of each child. We consider the special educational needs and physical needs of every child when we plan a school trip. These events are adapted to ensure every child can access the trip. We consult parents and carers so that they are fully confident that their child will have a positive and exciting experience. Parents and carers are also regularly invited to accompany trips.

How accessible is the school environment?

The school building is fully wheelchair accessible. We also have a large disabled changing and toilet facilities equipped with a child friendly showering area. If your child requires specific equipment which we do not have we would take advice from the local authority.

How will the school prepare and support my child when they join Ridge Junior School or another school of their choice for the next stage of education and life?
The school has excellent links with our partner same site junior school. We ensure children visit the school on a regular basis during the summer term before they transfer to the school. The staff from the Ridge Juniors visit the classes in Broadway Infants and we have robust information sharing systems in place to support all children. Individual transition plans are often arranged for children with special educational needs to ensure successful transfer to the school.

 

How are the school’s resources allocated and matched to children’s special educational needs?
The Deputy Head (SENCO) in collaboration with the Headteacher is responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with Education health and Care Plans or statements of special educational needs.

The Headteacher informs the governing body of how the funding allocated to support special educational needs has been deployed in relation to equipment and personnel.

The Headteacher and the Deputy Head (SENCO) meet annually to agree on how to use funds directly related to Education Health and Care plans or Statements.

How are parents involved in the school? How can I be involved? How will you build on your equal partnerships with parent carers?
Broadway Infants values highly the partnership with parents and carers in supporting their children’s learning however, we recognise this is particularly valuable to parents/carers who support children with special educational needs. We encourage an active partnership through an ongoing dialogue with parents/carers. Our Individual Play Plans (IPPs) and Individual Education Plans (IEPs) have sections for parental input.

We use many methods to explain to parents and carers how we can support them. The school prospectus contains an overview of our policy for special educational needs, and the arrangements made for these children in our school. A named governor takes a particular interest in special needs and is always willing to talk to parents. We have regular meetings, at least three times a year, to share the progress of special needs children with their parents/carers. We inform the parents/carers of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with special educational needs. We regularly seek parental views which ask them to comment upon our provision.

How will my child be involved in this process?

We aim to ensure that our children have a voice in this process.

In our school we encourage children to take responsibility and to make decisions. This is part of the culture of our school and relates to children of all ages. The work in the Foundation Stage recognises the importance of children developing social as well as educational skills.

Children are involved at an appropriate level in setting targets in their IEPs and in the IEP review meetings. Children are encouraged to make judgements about their own performance against their IEP targets. We recognise success here as we do in any other aspect of school life.

How will my child be supported as and when they transfer to the next educational setting?

Nearly all our pupils transfer to the Ridge Junior School at the end of Year 2. A few transfer to other schools, sometimes to specialist settings. Transition arrangements are robust with additional supported visits for the children. several transfer meetings are arranged between the class teachers and the SENCOs in both schools. Children with EHC plans will typically have an early annual review that year to discuss these arrangements and if appropriate the new setting’s SENCO will attend this meeting.

Who can I contact for further information?
If you require further information or wish to raise a concern please contact:

  • Your child’s class teacher
  • The school SENCO – Miss Jodie Tumelty
  • The Headteacher – Mrs Juliet Lambert
  • The school office who can arrange appointments to meet staff Ms Wood or Mrs Fineman on 01454 867130

You can also email using the Contact Us button from our website,

Additionally you can find South Gloucestershire Council’s Local Offer: www.southglos.gov.uk/localoffer

Should you not be happy with the response given please contact the Board of Governors as per our complaints policy.

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