Additional Needs and Inclusion

 

Inclusion and Additional Needs

At Little Mead Primary Academy all children have an entitlement to a broad and balanced academic and social curriculum, where they are fully included in every aspect of school life. We believe that everyone should be equally valued and given equal opportunities whatever their age, gender, ethnicity, impairment, disability, attainment or background. We aim to raise awareness of and prevent prejudice and discrimination, and to develop an environment where everyone can flourish and feel safe.  We respond to the children’s individual needs and take account of their varied life experiences, paying particular attention to the provision for and the achievement of different groups of learners including those of ethnic minority learners, travellers, learners with special educational needs and learners identified as gifted and talented.

 

What is the Local Offer? (LA)

All schools and local authorities (LA) are required from September 2014 to review information about services they expect to be available for children with special educational and additional needs. (SEND) aged 0-25. This is the local offer.

The local offer has been designed to improve choice for families. This is to inform and help parents understand the range of services and provision available in the local area.

Please find our SEN Information Report below, which we have written in a question and answer format.

 

SEN Information Report

  1. Who are the best people/person to talk to in my child’s school about their individual needs?
  2. What different types of support are available, in school, for children with SEND?
  3. Who do I need to speak to about my child’s progress?
  4. How will the school let me know if they have any concerns about my child?
  5. How is extra support allocated to children?
  6. What local support from outside agencies and specialist services is available for children with Special Educational Needs and Disabilities (SEND)?
  7. How will teaching and learning be adapted for children with SEND?
  8. How will the school inform me of my child’s progress?
  9. What in school and external support is available for parents and carers of children with SEND?
  10. How is Little Mead Primary Academy accessible to children with SEND?
  11. How will the school support children with SEND when they join this school? When they leave this school? When they change to another classroom?
  12. How will the school support children’s social and emotional development?
  13. What additional provision is available for children recognised as Gifted and Talented?
  14. What is the process for the identification and assessment of SEND?

 

  1. Who are the best people/person to talk to in my child’s school about their individual needs?

At Little Mead Primary Academy we operate on an open door policy. Class teachers are available at the beginning and end of every school day should you wish to arrange a meeting to discuss your child’s individual needs. If you still have concerns then an appointment can be made, via the school office, with the school’s Special Educational Needs Co-ordinator, Miss Jenna Cooke (SENCo).

 

  1. What different types of support are available, in school, for children with SEND?

At Little Mead Primary Academy we pride ourselves on the wide range of support and provision available to all our children. The children receive high quality teaching which is effectively differentiated and tailored to match the children’s needs. A range of teaching and learning approaches are adopted to ensure that all children have full access to the curriculum. In the early years classrooms (Nursery and Reception) the children learn and work in small groups where they are assigned a key worker who leads the learning, under the direction of the classroom teacher. Key workers are available at the beginning and end of each school day to liaise and discuss their child’s learning. We are fortunate to have at least 2 teaching assistants across each year group who are trained to deliver a wide range of programmes of intervention, some of which are widely recognised. These include Better Reading Partners (BRP), First Class @ Number, Rapid Maths and Thrive. There are also additional programmes of support designed by class teachers and teaching assistants including:

  • Language for learning, time for talk, book talk

  • Direct Phonics

  • Maths and Writing Groups

We have a qualified speech and language therapist who works one day a week with children identified as having speech, language and communication needs. Programmes of support are designed and tailored to meet the child’s individual needs and are competently delivered by trained teaching assistants.  At the beginning of every Placademic year, every class is assigned a reading volunteer who will read with identified children weekly.

  1. Who do I need to speak to about my child’s progress?

Class teachers and key workers are available at the beginning and end of the school day if you wish to make an appointment to discuss your child’s progress. Parents meetings are also held twice a year, where parents are invited to attend to discuss their child’s learning. Prior to starting school in the early years, home visits are conducted where parents and carers are able to discuss their child’s needs and if necessary, then an additional meeting can be arranged with the school’s Special Educational Needs Co-ordinator. If you have concerns about your child’s progress then an appointment can be made, via the school office, with the school’s Special Educational Needs Co-ordinator, Miss Rebecca Ware (SENCo).

 

  1. How will the school let me know if they have any concerns about my child?

The children’s progress is continually monitored by their class teacher and meetings are held three times a year with the head teacher and members of the senior leadership team (SLT) where progress is formally monitored and reviewed. If for any reason, the school has concerns about a child’s progress or learning then parents will be informed at the earliest instance. A meeting will be arranged where both parents and class teacher can discuss their concerns in a confidential manner and if appropriate, the school SENCo will also attend.  

 

  1. How is extra support allocated to children?

All children have access to additional support and resources and this is allocated according to individual needs and identified through a regular review and monitoring cycle. Regular meetings are held between the head teacher and members of the senior leadership team to discuss pupil’s progress and identify those children who will benefit from receiving additional support in particular areas. Our qualified teaching assistants are allocated to particular classes and children, depending on their areas of expertise. Where class teachers have concerns surrounding a child’s needs, the school SENCo is readily available to offer further guidance and support on how best to meet their needs. 

 

  1. What local support from outside agencies and specialist services is available for children with Special Educational Needs and Disabilities? (SEND)

At Little Mead we have access to a range of specialist services and outside agencies designed to support children with Special Educational Needs and Disabilities. This includes speech and language therapists, educational psychologists, paediatricians, the child and adolescent mental health service (CAMHs), school nurse and occupational therapists.

To find out which services are available or to seek further advice on how to access these services, please click on the link below. 

http://www.findabilitybristol.org.uk/

 

  1. How will teaching and learning be adapted for children with SEND?

We are a fully inclusive school where every child has an entitlement to a broad and balanced curriculum. All teaching staff are trained to cater for a wide range of learning needs and styles both inside and outside of the classroom. Targeted questioning is used effectively throughout the school and all lessons are differentiated to ensure children can access the learning and make progress. Children with complex needs may require an individualised curriculum designed by the class teacher and teaching assistant, taking on board suggestions from outside agencies.

 

  1. How will the school inform me of my child’s progress?

Parents meetings are held twice a year where parents are invited to attend to discuss their child’s progress. For children identified as having a special education need, target plans will be issued and discussed with parents and children at these meetings, highlighting individual targets, strategies used to support and progress made. Class teachers are also available at the beginning and end of the school day, if you wish to make an appointment before these meetings. End of year reports are given out at the end of every academic year, detailing the children’s progress throughout the year in all National Curriculum subjects. Within the Earlys Years setting there are also regular opportunities for parents and carers to share their child's learning diaries and liaise with class teachers and key workers.

 

  1. What in school and external support is available for parents and carers of children with SEND?

Within school there is a range of people that parents and carers can meet with if they require further support or assistance. An appointment can be made via the school office. Coffee mornings are held fortnightly and Thrive parenting classes are run by a qualified learning mentor. Where outside agency or specialist service support has been requested, all information and reports will be shared with parents and carers alongside a member of teaching staff. Alternatively, parents and carers can contact Supportive Parents which is a charitable organisation offering free and impartial advice to parents and carers of children with Special Educational Needs and Disabilities (SEND). Where necessary all communications are also translated into home languages. Please click on the link below for further information.

http://www.supportiveparents.org.uk/

 

  1. How is Little Mead Primary Academy accessible to children with SEND?

Little Mead Primary Academy is a single storey building on one site. All areas are wheelchair accessible and there are disabled toilets in all key stages, including shower areas and changing facilities. We ensure wherever possible that equipment used is accessible to all children regardless of their needs and after school provision and extra-curricular activities are accessible for all children, including those with SEND. A full access audit of the site, carried out in February 2015, confirmed that the site is fully accessible and inclusive.

 

  1. How will the school support children with SEND when they join this school? When they leave this school? When they change to another classroom?

At Little Mead we acknowledge that changing or starting a new school can be a difficult time for all children, therefore we make the necessary arrangements to ensure this is as smooth as possible. Before children arrive, a meeting is held with parents, the child, class teacher and head teacher to identify and discuss any learning and additional needs. A meeting is arranged with all relevant staff and all information and documents are transferred over.

A carefully planned programme of transition is designed involving taster sessions and activities. Where necessary, a member of teaching staff will also accompany the child.

 

  1. How will the school support children’s social and emotional development?

We recognise that some children experience difficulties socially and emotionally and require a nurturing environment. All classes follow a structured Physical, Social, Health and Emotional (PSHE) programme to support these needs however some children require a more individualised approach. All teaching staff adopt a Thrive approach and our learning mentor is assigned to support identified children throughout the week. For children identified as having higher complex needs, additional support is also provided at break and lunchtimes.

 

  1. What additional provision is available for children recognised as Gifted and Talented?

For children recognised as Gifted and Talented we ensure there are a range of opportunities to develop their learning needs. Links are made with the local secondary schools where children are invited to attend subject specific workshops and in some cases after school clubs are run targeting specific children and specific areas of the curriculum. Class teachers are mindful of children working above age related expectations and cater for them through differentiated learning opportunities. 

 

  1. What is the process for the identification and assessment of SEND?

The assessment of pupils learning is on-going throughout their education at Little Mead and is continually monitored by the head teacher and members of the senior leadership team. We build on previous information and identify those pupils who are making less than expected progress. Where progress is less than expected, evidence is gathered from a range of sources. This can include observations of the children’s learning and development, continual monitoring of their progress at key points throughout the school year and regular liaison between class teachers, key workers and parents and carers. Following this, a meeting is arranged with parents and the child’s class teacher, and where possible the school SENCo, to discuss and identify necessary next steps. This will be dependent on the needs of the child and the views of the parent and child.