We provide support for the following SEND:
To identify pupils with SEND, the school will assess each pupil’s current skills and levels of attainment on entry.
Class teachers, supported by the senior leadership team, should seek to identify pupils making progress:
Where a pupil’s progress meets the above criteria, or is less than expected, the class/subject teacher and the SENCO will assess whether the pupil has SEND, and this assessment will be reviewed termly. Using the Assessment system in Warcop CE primary, any child who is identified as a ‘Pre-Learner’, will be put onto an Individual Education Plan.
The identification of SEND is also built into the overall approach to monitoring the progress and development of all pupils, as outlined in our Assessment Policy.
If a parent/carer believes their child may have SEND, they should make the school aware.
The school will provide extra support to pupils falling behind or making inadequateprogress given their age and starting point.
Where pupils continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness, the school will assess whether a pupil has a significant learning difficulty.
The school will, once a potential SEND has been identified, employ the graduated approach to meeting the pupil’s needs by:
The school will, in consultation with the pupil’s parents/carers, request a statutory assessment of SEND where the pupil’s needs cannot be met through the resources normally available within the school.
Consideration of whether SEND provision is required, and thus an EHC plan will start with the desired outcomes and the views of the parents/carers and pupil.
The school will meet its duty to respond to any request for information relating to a statutory assessment within six weeks of receipt.
The school will gather advice from relevant professionals about the pupil concerned, including their education, health and care needs, desired outcomes and any special education, health and care provision that may be required to meet their identified needs and achieve desired outcomes.
In tracking the learning and development of pupils with SEND, the school will:
Detailed assessments will identify the full range of the individual’s needs, not just the primary need.
Where possible, pupils’ needs will be defined under the SEND Code of Practice broad areas of need:
Where a pupil continually makes little or no progress, or is working substantially below expected levels, the school will consult with parents/carers before involving specialists.
The school will fully cooperate with the LA when research about the pupil is being conducted.
If the school decides to implement an EHC plan, the parents/carers and the pupil will be informed, including the reasons for this decision.
The school will meet its duty to provide parents/carers or the individual pupil with 15 calendar days to consider and provide views on a draft EHC plan.
If the decision is taken not to issue an EHC plan, the school will consider and implement the recommendations of feedback from the LA regarding how the pupil’s outcomes can be met through the school’s existing provision.
If the LA decides not to issue an EHC plan, the parents/carers of the pupil, or the pupil themselves, will be informed within a maximum of 16 weeks from the initial request of an EHC assessment.
The school will admit any pupil that names the school in an EHC plan or EHC needs assessment process.
The school will ensure that all those teaching or working with a pupil named in an EHC plan are aware of the pupil’s needs and that arrangements are in place to meet them.
The school will specify the outcomes sought for a pupil in terms of specific, measurable, achievable, realistic and time scaled (SMART) outcomes.
The school will ensure that each pupil’s EHC plan includes the statutory sections outlined in the SEND Code of Practice, labelled separately from one another.
If a pupil’s needs significantly change, the school will request a re-assessment of an EHC plan at least six months after an initial assessment.
The school will ensure that any EHC plan information is kept confidential and on a need-to-know basis.
Information regarding a pupil’s EHC plan will only be shared with other educational institutes if the pupil is transferring there, in order for the institute to develop an individual learning plan.
The school will take steps to ensure that pupils and parents/carers are actively supported in developing and reviewing EHC plans.
Where necessary, the school will provide support from an advocate to ensure the pupil’s views are heard and acknowledged.
The school will ensure that parents/carers are consistently kept involved throughout the implementation of an EHC plan.
The school will ensure that the whole process of an EHC needs assessment and development takes no longer than 20 weeks from when the initial request was received.
We evaluate the effectiveness of our SEND provision in the following ways:
Warcop CE Primary will collaborate with the LA in the exercise of its duty to work together with health and social care providers by:
The school will draw on the wide range of local data-sets about the likely education needs of children and young people with SEND to forecast future need, including:
The school will plan, deliver and monitor services against how well outcomes have been met, including, but not limited to:
Where pupils with SEND also have a medical condition, their provision will be planned and delivered in coordination with the healthcare plan.
SEND support will be adapted and/or replaced depending on its effectiveness in achieving the agreed outcomes.
Our arrangements for reviewing the progress of pupils with SEND are as follows:
For children on an EHC plan, Warcop CE Primary School aim to:
Our approach to teaching pupils with SEND includes:
We provide one to one assistance to children, where this is specifically required on their statement or EHCP. These children are taught alongside their peers, but are given specific teaching in relation to their needs. These children are never excluded from class activities, unless there is a specific reason. Other pupils are taught in small groups by Teaching Assistants, these children may need intervention best delivered in a group. Staff are regularly in communication with the SENCo regarding intervention and how effective it is.
We adapt the curriculum for pupils with SEND in the following ways:
All teachers plan lessons for all abilities. Activities are differentiated in all areas of the curriculum so that all children are able to access the work in that classroom. At times, some children move to a lower or higher class, so that the work is more matched to their ability, i.e. for Maths and English.
We enable pupils with SEND to engage in the activities of the school, together with children who do not have SEND, in the following ways:
All pupils in our school are able to access all whole school activities, some children may need one to one support and this is always provided.
The following emotional, mental and social support is available for pupils with SEND:
Any pupil who shows signs that they may need extra support; or that we have been given information from home; will be assessed to see which support will be relevant for them. We have used agencies such as Barnados and The Gilford Centre in Carlisle.
Our SEND co-ordinator (SENCO) is: Sarah Metcalf and Sally Linsley
Listed below are the names of staff members possessing expertise related to SEND:
Name: Sarah Lofthouse, Maria Taylor
Job role: Teaching Assistants
Expertise: Strategies for Behaviour, Autism, Total Train.
Name: Alison Gething
Job role: Teaching Assistant
Expertise: Happy to be me trained, Autism
Name: Heather Marsden
Job role: Teaching Assistant
Expertise: Reading Intervention
Name: Maria Taylor
Job role: Teaching Assistant
Expertise: Maths Recovery
In addition, we use the services of the following specialists:
Jenny Morgan – Dyslexia and Spelling Intervention