Educational and Additional Needs

Educational and Additional Needs at St David’s

Sometimes called a SEND offer or SAEN this section outlines how we will work with you should your child have an additional need.  If you are a fee paying parent the arrangements may be different, please discuss your specific situation with our SENCo. 

Our School Inclusion Leader / SENCo is Mrs Rowena Redgwell, she can be contacted by emailing the school office.

Before My Child Starts

What should I do before my child starts at St David’s School?

Firstly please make contact with the school either by email or phone or come and visit if you are in the locality. The Inclusion Manager will talk to you about your child’s needs and how best they can be met. We recommend that you make contact with Service Children Educational Advisory Service (CEAS)

https://www.gov.uk/childrens-education-advisory-service

Gather together all the information you have about your child eg IEPs, school reports, Speech and Language reports, medical information (if relevant).

We know that children’s needs vary from one child to another. Most needs can be dealt with by the school, and parents will always be fully involved. We believe that it is much better, where possible, to help any child with difficulties within the context of the classroom. If it is felt that outside advice is necessary, then with the parents’ knowledge and agreement, the Pupil and Family Service (PFS) will be contacted. This is, however, located a considerable distance away and it may not always be possible to meet the needs of those with complex special educational needs here at St David’s.

SEN Inquiry (now known as MASO- MOD Assessment of Supportability Overseas)

Pupils with disabilities will only be admitted, if it is deemed by SCE & the school that their needs can be fully met and we have granted a Certificate of Educational Clearance. Existing access arrangements and any adaptations required will be part of an assessment, known as MASO, which is carried out by the school, supported by SCE multi agency team. The MASO is to clarify if your child’s needs can be met by the school. If the school deems a MASO enquiry is necessary YOU SHOULD NOT PROCEED WITH YOUR POSTING UNTIL THERE IS AN OUTCOME.

Accessibility:

Currently all parts of the school can be readily accessed by those with mobility issues (e.g. wheelchairs), other than directly in/out of the building to the playground. This can currently be overcome by taking a less direct/slightly longer route in and out of the playground via the path around the front of the building, using additional adult support.

St David's School SEND Offer

At St David’s School we strive to ensure that all pupils, regardless of their specific needs, make the best possible progress. We work in partnership with parents, pupils and outside professionals.

OFSTED (2013) recognised that: ‘Although pupils enter the school at different times of the year and at various points within key stages they settle quickly and make good progress overall. Pupils with special educational needs make the same good progress as other pupils during their time at the school.’

We endeavour to meet all our children’s needs. However due to our location we do not have access to regular support from specialist agencies. Therefore it is very important to consider carefully your child’s needs before considering a move to Ramstein.  Please see the linked documents below.  

SEND Provision Leaflet

SEND procedures, a brief guide for parents

Who Should I Talk To?

Who should I talk to at St David’s School about my child’s difficulties with learning/ Special Educational Needs or disability (SEND)?

1. Class teacher

St David’s School operates an ‘open-door’ policy- if you have any concerns about your child’s learning, we recommend that you discuss them with the class teacher in the first instance. Either speak to your child’s teacher at the end of the school day or contact the office to make an appointment.

The class teacher is responsible for:

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the AHT Inclusion know as necessary.
  • Writing Individual Education Plans (now known as SEN Support Plans), and sharing and reviewing these with parents at least once each term and planning for the next term.
  • Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

2. Inclusion Manager

If your child has identified learning needs or requires additional support then the best person to talk to is the Assistant Headteacher who is the designated Inclusion Manager (Special Needs Coordinator) at our school. They are responsible for:

  • coordinating and reviewing support across the school to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you are:
  • involved in supporting your child’s learning
  • kept informed about the support your child is getting
  • involved in reviewing how they are doing
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc…
  • Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.

3. Headteacher

The Headteacher is responsible for:

  • The management of all aspects of the school, this includes the support for children with SEND.
  • They will give responsibility for the day to day management of SEND to the Inclusion Manager and class teachers but has overall responsibility for ensuring that your child’s needs are met.
Notifications of Concern

How will the school let me know if they have any concerns about my child’s learning in school?

If your child is identified as not making expected progress, the school will set up a meeting to discuss this with you in more detail and to:

  • listen to any concerns you may have too
  • plan any additional support your child may receive
  • discuss with you any referrals to outside professionals to support your child’s learning
Types of Provision and Support

What types of provision and support is available for children at St David’s School?

Quality first teaching

Children’s learning needs are met in the classroom through carefully planned lessons and activities where teaching and learning is clearly differentiated and supported.

For your child this means:

  • The teacher has the highest possible expectations for your child and all pupils in their class.
  • All teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the INCLUSION MANAGER or outside staff) are in place to support your child to learn.
  • Your child’s teacher carefully checks on your child’s progress and from this evidence identify that your child has gap in their understanding/learning which requires some extra support to help them make the best possible progress.
  • All children in school access Quality First Teaching as part of excellent classroom practice.

2. Specific group work (intervention groups) with in a smaller group of children.

Children learning needs are met through regular targeted activities. These can be:

  • run in the classroom or outside it.
  • run by a teacher or, most often, a Learning Support Assistant who is supported by the Inclusion Manager
  • For your child this would mean:
  • they will engage in regular group sessions with specific targets to help them make more progress.
  • a Learning Support Assistant will run these small group sessions which are planned by the class teacher/Inclusion Manager

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning. Evidence from regular assessments helps us to quickly identify and support children who are not making expected progress. This type of support is usually short term planned over a few weeks and progress is carefully monitored.

3 Individual support for your child.

Often this support is planned by outside agencies but delivered in school by the Inclusion Manager or Learning Support Assistant eg Speech and Language Therapy and takes place over a longer period of time..

For your child this would mean:

  • Your child will have been identified by the class teacher/Inclusion Manager (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g a Speech and Language Therapist or Educational Psychologist. This will help the school and you understand your child’s particular needs better and be able to support them better in school and at home.
  • The specialist professional will work with your  child to understand their needs and make recommendations, which may include:
  • Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better
  • Support the setting of focused targets which will include their specific expertise
  • Group or individual work, run by school staff under the guidance of the outside professional e.g a social skills group
  • This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
Outside Agencies My Child Can Access

Which Outside Agencies can my child access?

We work on close partnership with SCE Pupil and Family Services (P&FS). Most specialists visit St David’s once per term, where they can observe the child in class, carry out further individual assessments and meet with parents. Referrals can only be completed with parental permission.

You should contact the Inclusion Manager at school in the first instance if you have any concerns and feel P & F S involvement may be beneficial, and then a referral will be completed. Due to our location it is possible to organise a phone/video link.

Specialist support services currently include:

Speech and Language Therapy (SALT)

SCE Social Worker: Ms Christine Kane

Educational Psychologist: Mr Dean Woliter

 Health Visitor: Mrs Lesley Ranken via British Medical Centre SHAPE (tel 0032 65445824)

 

 

For further information about P&FS please go to:

http://www.sce-web.com/page/?pid=67

How Will St David's Keep Me Informed

How will St David’s keep me informed?

Parent Consultations are planned every term; this is an opportunity for all parents to meet class teachers, and parents of children receiving additional support also meet with the Inclusion Manager to review progress and identify next steps through additional support and strategies.

Small group support and the strategies used are detailed on a Provision Map which sets out staffing, timings and timescales for intervention. Support is organised under 5 categories:

  • Behavioural, Social and Emotional
  • Cognition and Learning
  • Literacy
  • Cognition and Learning
  • Maths
  • Sensory and Physical
  • Communication and Interaction

Support for additional needs is recorded in an Individual Education Plan (IEP). This plan is in place for up to one term and is then reviewed and replaced (if appropriate) with a new IEP. IEPs are clearly linked to progress and focus on small step targets (SMART targets) with measurable outcomes. You will be asked to contribute to the development of your child’s IEP and to sign it showing you understand and support the school’s provision for your child.

IEPs and Provision Maps are important documents on transfer to another school as they inform the new setting about your child’s needs and provision

Measuring Your Child's Progress

How will we measure the progress of your child in school?

Your child’s progress is continually monitored by their class teacher through on going observations and assessments.Progress is reviewed formally every term and a National Curriculum level given in reading, writing, numeracy, science and ICT.  Following this termly assessment week each child’s targets are reviewed and new ones set which identify next steps in learning. The individual targets for children with additional needs are closely linked to their IEP targets.  If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’.  The progress of children in the Foundation Stage is recorded on an individual profile linked to the Early Years’ Curriculum (EYFS)

At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results are published nationally.

The Inclusion Manager reviews the provision of intervention and support every term and the progress each child makes. This evidence is then used to plan future provision.

Staff Support and Training

How is the staff at St David’s supported to work with children with an SEND and what training do they have?

The Inclusion Manager supports class teachers and learning support assistants in planning for children with SEND.

The school has a training plan for all staff aimed at improving the teaching and learning of children including those with SEND. This involves whole school training on SEND issues such as behaviour management and Speech and Language difficulties.

Outside Agencies, during their termly visits, lead training and /or work with staff.

Adapted Teaching For My Child

How will the teaching be adapted for my child with SEND?

Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met. This adaptation is called differentiation.

Support staff follow the teacher’s planning to support the needs of your child where necessary using specific resources and strategies identified in the planning.

When My Child Leaves St David's

How will we support your child when they are leaving this school? OR moving on to another class?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

If your child is moving to another school:

We are happy to contact the school INCLUSION MANAGER and ensure they know about any special arrangements or support needed for your child.

We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher. All IEPs will be shared with the new teacher.

Your child will also spend some time in their new class; additional support/visits can be planned as required to make transition as smooth and reassuring as possible.

During Year 6:

We recommend that:

you register your child with CEAS (see below)

you and your child visit your child’s new secondary school early in year 6.

Children’s Education Advisory Service

The Children’s Education Advisory Service (CEAS) provides expert and impartial advice about the education of service children.

It can provide invaluable support with looking at schools and about admission, and is able to liaise with schools and local authorities. Please go to

https://www.gov.uk/childrens-education-advisory-service

We strongly recommend that you register your child with CEAS and utilise their services.

2014 SEN Code of Practice

2014 SEN Code of Practice

The new SEN Code of Practice, incorporated in the Children’s and Family Bill, is now in operation. This new Act does not change the definition of SEND

In the UK the school funding arrangements changed in April 2013. However support for your child with SEN should not change because of the funding changes.

School and local authority responsibilities for SEN have not changed

The current categories of SEN- School Action and School Action Plus will not be used- they will be identified as School Support

Statements of Educational Need will not be issued, but instead will be replaced by Education, Health and Care Plans (EHiC) for children with complex multiple needs. At St. David’s School children identified on ‘School Support’ will have a School Support Plan and Provision Map which highlights, monitors and tracks additional support and intervention.

SCE schools receive additional funding for SEN in their core budget and this is allocated by each school according to a range of resourcing needs

On a day to day basis however, there will be no change in the range and quality of provision for all children, including those with SEN.

For more information go to:

http://www.councilfordisabledchildren.org.uk/media/409191/cdc_funding_briefing_for_parents_-_final.pdf