In response to the Government Green Paper on Special educational needs and disability Local Education Authorities will be required, from September 2014, to publish their Local Offer of provision and services available for children and families in their schools. The offer will include provision from birth to 25 years, across education, health and social care. Taking this further it is best practice that each individual school also publishes the provision they will make for children with SEND.
The potential outcomes of the Local Offer are:
develop and thrive regardless of their individual needs and/or disabilities
Our mission statement
‘Through shared values we support everyone to achieve their best’
Templefield Lower School understands that all pupils are unique and values the abilities and achievements of every child. We want to provide an inclusive environment, where all barriers to learning are broken down to help the child to achieve the best they can.
We believe our 6 values will help every child, including those with SEN, to achieve the best academically and socially.
Definition of Special Educational Needs
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
(a) have a significantly greater difficulty in learning than the majority of others of the same age; or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
(DFE Code of Practice 2014)
There are 4 areas of need covered in the SEN code of practice (2014) and which are catered for at Templefield Lower School.
Our Special Educational Needs Coordinator is Miss Walter.
Liaisons between class teachers and the SENCoidentify children with SEN on an informal basis and during provision mapping meetings.
At these meetings we will discuss the strengths of the child, the progress the child has made and areas of development. We discuss how we address these in school. This could be specific interventions and differentiation in class, which may be detailed on an Individual Education Plan (IEP).
The needs of children already receiving support will be determined and reviewed on a regular basis though:
IEP and IBP meetings with parents
Updates in provision mapping meetings
Internal team around the child meetings and in cases where the child’s needs are more profound, meetings with the Head Teacher and SEN Governor.
The progress of children receiving support through the use of intervention groups is monitored and the strategies evaluated on a half-termly basis through the use of intervention monitoring and evaluation forms.
At Templefield Lower School we seek and value involving parents in each stage of providing extra provision for their child with SEND.
At the initial stage, class teachers feedback to parents through parent consultations, reports and informal meetings of the progress of their child. These are opportunities to express any concerns with regard to the child’s progress or behaviour at school. If required, the class teacher will agree with the parents of children with SEN a set of strategies to support their child. These strategies will seek to ensure continuity between school and home and any IEPs or IBPs will detail how the parents of children with SEN can provide support. The type of support provided will not only be influenced by the observations of the class teacher or SENCo, but also by any concerns or suggestions provided by the parents of the child.
Similarly, the review of a child’s progress is in liaison with all stakeholders in the child’s education, including their parents. Should the need arise, parents will also provide their permission and information to the school to support referrals to external agencies for additional support or assessment.
We also feel it is important to ensure the pupil’s voice is heard.
We do this through
The Code of Practice (DFE 2014) states SEND support should come in the form of the graduated approach.
The graduated approach emphasises three tiers of support:
Quality First Teaching (Tier one)
High quality teaching, differentiated for individual pupils, is the first step into responding to pupils who may or may not have SEN.
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.
For the child this means:
Tier two- targeted interventions.
This means that a child has either come into school on entry with identified needs or we have identified them through our provision mapping as a child who has not made expected progress despite quality first teaching. Discussions between the class teacher, parents and the SENCo will take place at this stage.
In such cases this means that:
him/her make progress.
The support provided could be detailed on an Individual Education Plan (IEP) and
reviewed at least once each term in partnership with parents and the child, and newtargets set.
In many cases this more targeted provision enables children to make good progress and over time they are able to move forward in their learning without any further need for intervention.
In a situation where a child has made good progress and caught up with their peers we may remove them from Tier two and monitor them using Quality First Teaching.
Tier Three- Specialist Support
This means that a child has been identified as needing some extra specialist support in school from a professional outside the school.
This may be from:
For the child this would mean:
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
Education Health Care Plans
This process begins following a period of time when intervention and support have been provided at Tier one, two and three and your child continues to face significant barriers to learning. This is rare, but in such cases we seek to request a statutory assessment of children’s needs which enables us to access funding for additional support for your child as they progress through school. This is accessed through an Education Health Care Plan (EHCP) and is provided for children whose needs are identified as complex, severe and lifelong.
For the child this would mean:
Once the Local Authority receives the request this is then taken to a panel who
scrutinise the paperwork and evidence provided. They then decide if the request fulfils the criteria for an EHC plan.
If they decide that at this time there is not enough evidence to support a statutory assessment they will contact the school and parents and support will continue at tier two and three. A further submission for an EHC plan can be made at a later date if concerns and evidence from the child’s learning support this. At this point parents will be invited to a meeting in school to plan the next steps for your child’s learning and support in school.
If the panel agree to move forward with an EHC plan then they will determine in partnership with the professionals involved and parents what specificsupport is needed for your child to make progress in school.
The ECHP will be written following these discussions and will detail the long term targets, hours of support to be funded and how that support should be used and the strategies that should be put into place.
The additional adult may also be used to support the child with learning in class,
run individual sessions or small groups involving your child, specifically geared
towards their identified needs.
A new IEP (Individual Education Plan) will be written detailing the support to be provided linked to short term goals. This will be reviewed regularly and at least once each term, with the staff working with your child, yourself, your child where this is appropriate and the SENCo.
As an all-inclusive school, all children’s needs are valued and addressed through planning and evaluation of progress. Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs. There are a number of in school support systems including intervention groups for Numeracy and Literacy. . Differentiation is planned for in numerous ways for example – through the use of different resources, adult support, adapted expectations and different learning environments, including quiet spaces and outdoors. Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary. Specific resources and strategies will be used to support your child individually and in groups.
SEN is funded through the allocated SEN budget and individual pupil statementing funding. This funding is used to ensure children with SEN needs are met. This could be in the form of staff training or specific resources needed.
In order to maintain the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development. This could be in the form of internal training from qualified staff, Professional Study Groups (PSGs), visiting professionals and courses held off-site.
We have local links with lower schools and middle schools in the area. This enables us to keep up to date and consistent regarding SEND.
Previous training staff have attended is:
As stated above, liaisons between class teachers and the SENCo identify children with SEN on an informal basis and during provision mapping meetings.
The needs of children already receiving support will be determined and reviewed on a regular basis though
The progress of children receiving support through the use of intervention groups is monitored and the strategies evaluated on a half-termly basis through the use of intervention monitoring and evaluation forms. This are shared with Senior management and all staff working closely with the pupils.
To ensure accountability in the practice of SEN at Templefield Lower School, both the Head Teacher and SENCo feed back to the governing body and liaise closely with the SEN Governor to monitor and develop the provision made by the school for children with SEN. This takes place at regular governing body meetings and through SEN Governor visits and meetings with the SENCo. On a termly basis, the SENCo meets with the SEN Governor and discusses current priorities and proposed actions to monitor and evaluate the SEN provision and develop practice. Objectives from the SEN Action Plan are included in the School Development Plan and pertinent information about current practice and priorities are included in the Head Teacher’s report to the governing body.
In differentiated groupings and mixed ability groups, it is possible to deliver specific targeted teaching at the level of need for a group of children. All children access the topic work that each class studies, although some at a more heavily differentiated level than others. In this work, and other activities that children with SEN complete alongside their peers, the children’s teamwork and co-operation are encouraged and children with SEN work with their peers to meet desired outcomes.
We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative.
At Templefield we maintain close links with professionals from external agencies. Agencies with regular involvement at Templefield Lower School include:
The support provided by these agencies includes the assessment of pupils’ needs, providing intervention for children with SEN, providing support and advice for the school and assisting in the further referral of children with more significant SEN.
We recognise that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.
If your child is joining us from another school:
If your child is moving to another school:
When moving classes in school:
In Year 4:
To ensure that all parents of pupils with SEN feel that their child is supported at Templefield Lower School, class teachers work in collaboration with them and keep them informed of any strategies that will be used with their child.
Should parents have concerns about the provision made for their child, a joint meeting with the parents, class teacher and SENCo is arranged to ensure that the school is providing all that they can, within reason, for the child in question. Should parents continue to feel unsatisfied, contact can be initiated with the Head Teacher and subsequently the Chair of the Governing Body through letters or meetings. If necessary, the Governing Body deals with and evaluates each case of complaint on a case by case basis, during Governing Body meetings.
Some useful links
Central Bedfordshires Local Offer
If you want advice from professionals outside school you may find the following numbers helpful:
Parent Partnership: CBC SEND Parent and Young Person Partnership Service 0300 300 8088
School admissions: 0300 3008037
School Nurse Service: 01525 631199
CHUMS: www.chums.uk.com 01525 863924
Carers in Bedfordshire: 0300 111 1919
Autism Bedfordshire: 01234 214871
Outside In:www.outsidein-solutions.co.uk 01462 813282
Child Development Centre: 01234 310275
Parenting Programmes in Central Bedfordshire: www.centralbedfordshire.gov.uk/parenting
Please click on the link to download a copy