Special Educational Needs and Disabilities

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

At Broadway we offer the best possible education to all our children, whatever their ability or needs. We aim to achieve this through the removal of barriers to learning and participation.

We individualise learning and tailor the curriculum to support children who need it.

With high aspirations and a nurturing environment, we aim for every child to be successful and achieve their potential.

The SENCo is Victoria Clark- please contact the school office if you need to arrange a meeting. Mrs Clark works on a Monday and Tuesday.

 

 

 

 

 

The SEN Governor is Jennifer Norris- ask at the school office for contact details.

 

 

 

 

What are Special Educational Needs (SEND)?

SEND stands for Special Educational Needs and Disability.

We consider SEN to be if a child has a learning difficulty or disability which calls for special educational provision to be made for them. (Code of Practice January 2015)

 

What do I do if I am worried about my child?

At Broadway we have an open door policy and are always ready to listen. You may be concerned about your child’s academic progress, emotional or social progress or a physical need that they may have. If this is the case, you need to speak with the class teacher initially. If necessary, they will pass on your concerns to the Special Needs Coordinator who will arrange a meeting with you to discuss your concerns and what we can do to help.

 

How do we identify children with SEND?

If your child joins our school with an identified need, we will work with you, as well as agencies who are already involved, to plan the best way to support your child.

If we believe your child needs additional help either academically, socially, emotionally or physically we will use assessments and observations to identify their specific needs. Working with you, we will plan to ensure the best possible provision is put in place at the earliest opportunity.

Identifying SEN needs at Broadway

What are the different levels of SEN support?

When a child is identified as having special needs, we will design a programme of support which will include the help your child is going to get. This will be recorded on our SEN register as receiving school support. This means support is given by the school. The support will be reviewed at least three times a year with you and your child, where new targets or strategies will be put in place. If your child needs more help, we may ask the advice of outside agencies.

 

What Outside Agencies are there?

If a child’s needs cannot be met within the school setting, advice and support will be obtained from outside agencies. These include:

  • Speech and Language support for children who have pronunciation difficulties or language difficulties.
  • Educational PsychologistGives advice to schools and parents about meeting children’s educational needs. Sometimes they may assess children, sometimes they may observe them and sometimes they will meet with teachers and parents.
  • Occupational TherapistSupport for children who have physical needs such as coordination needs, fine and gross motor difficulties or sensory needs.
  • Inclusion Support ServicesThis service work to support schools in teaching children with SEN.
  • Behaviour Supportworks with schools, children and families to promote positive behaviour and wellbeing.

You will be asked to give your permission for us to refer your child to an outside agency. This will allow the school to gain specialist advice in order to support your child’s specific needs effectively. The specialists will either talk about your child with you and the class teacher or work with your child to assess their needs and then make recommendations for how to support them within the classroom.

The vast majority of children will have their needs met by the resources already available in school. If a child has an SEN or Disability that significantly impacts on their ability to access education then an Education and Health Care Needs Assessment will be requested and an Education, Health and Care Plan may be issued by the Local Authority.

Staff Roles and Responsibilities

Many staff members are involved in the delivery of special educational needs provision:

The SENCo (Special Educational Needs Coordinator is responsible for:

  • liaising with various outside agencies who come into school to support children with SEND;
  • organising staff training so that all staff know effective ways to support children with SEND;
  • identifying children who have special educational needs
  • updating the SEND register and monitoring the provision in place for your child, ensuring targets are in place;
  • coordinating SEND support;
  • communicating with pre-schools, nurseries and the Junior School/s to ensure smooth transitions are planned for children with SEND;
  • monitoring the progress and attainment for children with SEND and
  • reporting to the Senior Leadership Team and governors.

 

The class teacher is responsible for:

  • providing high quality first teaching for all pupils in their class;
  • with support from the SENCO, identifying children who have special educational needs;
  • planning for the needs of each child which may include differentiated activities, resources or support;
  • monitoring and tracking progress and putting appropriate support in place when needed;
  • using assessments to plan intervention programmes which are carried out by the teachers and Teaching Assistants;
  • writing targets, sharing these with parents and seeking advice when needed;
  • meeting with parents at least three times a year to share targets and progress and discuss any further support needed.

 

The Head Teacher is responsible for:

  • ensuring that the necessary special education provision is made for any pupil who has special educational needs;
  • ensuring that the school has arrangement to support children with medical conditions;
  • ensuring that parents are told if their child is identified as having special educational needs and what provision is being made for them;
  • appointing a suitably qualified Special Educational Needs Coordinator (SENCO);
  • ensuring that pupils with SEND join in everyday activities with their peers as far as is possible with them receiving SEND provision;
  • making sure that teachers, the SENCO and support staff are aware of their responsibilities towards pupils with SEND;

The Teaching Assistants are responsible for:

  •  supporting your child within lessons and during additional intervention times, under the direction of the teacher.

We have many experienced Teaching Assistants at Broadway who have a wealth of experience.

The SEND governor is responsible for:

  • Acting as the champion for children with SEND and inclusion needs.
  • Overseeing the school’s arrangements for SEND ensuring that the school is fulfilling its duties to children with SEND
  • Asking challenging questions about the school’s SEND provision and strategies as well as about learner progress and attainment.

The Child

  • At Broadway, every child with SEN is given specific targets at least three times a year in order to support their progress. Your child will have a pupil passport which share these targets as well as other information about your child for example, how they learn best.
  • Children with SEN have opportunities to work either individually or part of a small group on targets relating to their needs. Within lessons, your child will be given suitable work to enable them to make progress. They will have opportunities to work in an adult led group and when appropriate, opportunities to work independently too.
  • We work with you and the child to decide how their needs will be met. Children will be given the opportunity to say how they learn best and what works for them.

The Parents

  • We know how important it is to gather information from you in order to get in depth knowledge of your child. We like to understand how your child learns and behaves at home and whether you share the same concerns.
  • At Broadway, we have an open door policy so if you have a query or concern, please see either the class teacher, the head teacher or the SENco who will then make an appointment to see you.
  • You will be invited into school termly to discuss the outcome of the previous targets, progress and interventions. This meeting will include sharing ideas on how to support your child at home.

Interventions we use at Broadway

At Broadway, your child may have access to a wide range of innovative interventions that support their specific needs, including for example:

  • Teacher led tailored interventions
  • Time to Talk
  • Social and Emotional interventions
  • Sand Tray Therapy
  • Individualised speech and language targets
  • Pupil Mentoring
  • Speedy Reading
  • Handwriting and fine motor groups
  • 1:1 reading
  • Phonics Hero
  • Mental maths

 Through our graduated approach, we continually review and evaluate the effectiveness of the support we offer.

Support for improving emotional and social development

At Broadway, we recognise the importance of supporting emotional and social development as well as academic progress. Below are some of the ways we promote this:

Work with individuals or groups to support specific aspects of social and emotional development

Mentoring sessions

Jigsaw sessions (Personal, Social and Health Education)

Sand tray Therapy

Mindfulness activities

Growth mindset

Positive behaviour strategies

Celebrations of success e.g. assemblies, certificates

Transitions

If your child is starting at Broadway in Reception …

  • They will receive a home visit from members of the Reception team in September
  • Teachers meet with pre-school staff to discuss your child’s educational development
  • Your child will be visited at your pre-school or nursery in the summer before they start school.
  • If you have concerns about your child starting school they will also be offered extra visits into school so they can become familiar with the environment and staff. This can take place after school hours so the environment is quiet and calm.

If you have concerns before your child starts school, please do come and see us.

If your child is moving to another class within school

  • Class teachers will meet with each other to discuss your child, sharing all relevant documents and strategies that are in place.
  • Your child will visit their new class in term 6
  • Opportunities to make extra visits will be arranged if necessary
  • You are always welcome to come in and talk to your child’s new teacher.

If your child is moving to another school

  • We will speak with the SENCO at the new school and discuss your child’s needs.
  • All relevant documents and records will be passed onto the new school.

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 – Mrs Victoria Clark
  • The Headteacher – Mrs Jodie Tumelty
  • The school office who can arrange appointments to meet staff Ms Wood, Mrs Williams or Mrs Fineman on 01454 867130

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

Additionally you can find more information about SEND on the South Gloucestershire’s Inclusion Toolkit here.

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

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