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Special Needs Education

Special Educational Needs and Disabilities Report - Local Offer

Warcop CE Primary School – October 2016

 

The Special Educational Needs and Disability Regulations 2014 require the school to publish certain information regarding our provision for pupils with special educational needs and disabilities (SEND). At Warcop CE Primary School, we hope parents/carers of current and prospective pupils find the following information helpful. We encourage all interested parties to contact the school for more information. 

 

 

 

 

 

 

 

 

 

 


We provide support for the following SEND:

  • Visual impairments.
  • Hearing impairments.
  • Mild learning difficulties.
  • Moderate learning difficulties.
  • Severe learning difficulties.
  • Complex medical needs.
  • Behavioural needs

 

We identify and assess pupils with SEND using the following methods:

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:

  • Significantly slower than their peers.
  • Which fails to match or better their previous rate of progress.
  • Which fails to close an attainment gap between the pupil and their peers.
  • Which widens the attainment gap.

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.

 

Graduated approach:

The school will, once a potential SEND has been identified, employ the graduated approach to meeting the pupil’s needs by:

  • Establishing a clear assessment of the pupil’s needs.
  • Planning, with the pupil’s parents/carers, the interventions and support to be put in place, as well as the expected impact on progress, development and behaviour, along with a clear date for review.
  • Implementing the interventions, with the support of the SENCO.
  • Reviewing the effectiveness of the interventions, and making any necessary revisions.

 

Assessment:

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:

  • Base decisions on the insight of the pupil and their parents/carers.
  • Set pupils stretching targets.
  • Track their progress towards these goals.
  • Review additional or different provision made for them.
  • Promote positive personal and social development outcomes.
  • Base approaches on the best possible evidence, and ensure that they are having the required impact on progress.

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:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs

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.

  • The school will provide the LA with any information or evidence needed.
  • All relevant teachers will be involved in contributing information to the LA.

 

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.

  • All reasonable provisions will be taken by the school in order to provide a high standard of education.
  • Relevant staff members will keep up-to-date with any necessary training.
  • Staff will be briefed about any potential problems and a procedure will be put into place to deal with certain situations.

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.

  • Thereafter, the governing body or headteacher will request the LA to conduct a re-assessment of a pupil whenever they feel it is necessary.
  • Following the re-assessment, a final EHC plan will be issued within 14 weeks from the request being made.

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:

  • Identifying improved system outcomes in consultation with pupils and their parents/carers by:
  • Taking early steps to prevent discrimination and hardship.
  • Ensuring early identification/recognition.
  • Enabling access to services for pupils and their families.
  • Establishing how transitions between life stages and settings will be managed, including from early years to primary education, primary to secondary, and secondary to further education (FE).
  • Establishing how provision and support services will enable pupils to prepare for their future adult life.

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:

  • Population and demographic data.
  • Prevalence data for different kinds of SEND and disabilities among children and young people at the national level.
  • Numbers of local children with EHC plans and their main needs.
  • The numbers and types of settings locally that work with or educate children with SEND.
  • An analysis of local challenges/sources of health inequalities.

The school will plan, deliver and monitor services against how well outcomes have been met, including, but not limited to:

  • Improved educational progress and outcomes for children and young people with SEND.
  • Increasing the proportion of children with SEND whose needs are identified prior to school entry.

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:

  • Cooperate to ensure an annual review meeting takes place, including convening the meeting on behalf of the LA if requested.
  • Ensure that the appropriate people are given at least two weeks’ notice of the date of the meeting.
  • Contribute any relevant information and recommendations about the EHC plan to the LA, keeping parents/carers involved at all times.
  • Ensure that sufficient arrangements are put in place at the school to host the annual review meeting.
  • Cooperate with the LA during annual reviews.
  • Lead the review of the EHC plan in order to create the greatest confidence amongst pupils and their family.
  • Seek advice and information about the pupil prior to the annual review meeting from all parties invited, and send any information gathered to all those invited, at least two weeks in advance of the meeting.
  • Prepare and send a report of the meeting to everyone invited within four weeks of the meeting, which sets out any recommendations and amendments to the EHC plan.
  • Provide the LA and parents/carers with any evidence to support the proposed changes and giving those involved at least 15 days to comment and make representations.
  • Clarify to the parents and pupil that they have the right to appeal the decisions made in regards to the EHC plan.

 

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:​

 

Barnados

Hearing Specialist

School Nurse

Educational Psychologist

Jenny Morgan – Dyslexia and Spelling Intervention

 

  • Meet with parents at least termly to discuss progress against targets on the IEP.
  • Review and write new IEP’s at least termly in discussion with parents, teaching assistants, and any other professionals involved i.e. hearing specialist.
  • Assessment Co-ordinator and SENCO to meet at least termly to discuss progress of children receiving interventions.