SEND Information Report
Co-produced by schools in the Ashdown EIP
1. How does the school know if children need extra help and what should I do if I think my child may have special educational needs?
- Information sharing with your child’s pre-school or previous school.
- Discussion with parents prior to starting school.
- If appropriate class teacher visit to pre-school to observe your child and work with staff
- Home visits
- Information from other people who have worked with your child, such as a speech and language therapist.
- Analysis of assessments completed once your child starts school.
- Through termly assessments and tracking of progress.
- Information shared at parent consultation evenings and through informal discussions.
- This information will be used to plan for your child. Once your child is in school we will monitor their progress and development. If we have concerns we may ask other professionals to advise.
What should I do if I think my child may have special educational needs?
- Talk to your child’s pre-school.
- Visit your chosen school and talk to the Inclusion Manager.
- Your concerns will always be taken seriously. Your views are very important and information sharing is vital to your child’s success.
2. How will school staff support my child?
- The needs or your child will be met within the class, supported by high quality teaching including differentiated planning, which means adapting tasks to take account of the needs of each child.
- The class teacher or Inclusion Manager will work with you as communication between home and school is vital to your child’s success.
- The progress of all children is reviewed on a regular basis.
- Curricular targets will be regularly reviewed and updated.
- The class teacher will work with the Inclusion Manager to produce a plan for your child and set appropriate targets
- If needed an individual programme of additional support will be put in place. This will be reviewed three times a year and changed as needed and your involvement will be requested.
- When necessary the school will seek support from outside services. This will be discussed with you and a referral made with your permission.
- Children have the opportunity to work in a variety of groupings. For example, mixed ability groups, groups of similar ability, and one to one with a teacher or teaching assistant.
- Teachers and support staff have wide areas of expertise and attend relevant training.
3. How will the curriculum be matched to my child’s needs?
- All children have access to all aspects of the curriculum. Lessons are pitched appropriately so that all children can learn and make progress.
- Teachers take account of the needs of the individual and provide different tasks and materials appropriately.
- Teachers regularly track and assess the children. This gives class teachers and members of the leadership team the opportunity to analyse the progress of each child.
- Lessons are planned to take account of different learning styles.
- Learning takes place in a variety of settings, in the classroom, in the outside areas, and on school trips
- If your child is not making the expected progress and has specific gaps in their understanding they may work within a smaller group of children. These will be run by a teacher or trained teaching assistant. Where applicable the school may seek specialist advice.
- Further specific support may also be provided through an Additional Needs Plan or an Education, Health and Care Plan (EHC Plan).This means your child will have been identified by the class teacher and Inclusion Manager as needing a particularly high level of individual or small group teaching, which cannot be provided from the budget available to the school.
4. How will both you and I know how my child is doing and how will you help me to support my child’s learning?
- We have an open door policy for any daily information that needs to be shared between school and home. Parents can arrange a more private meeting with the class teacher or with the Inclusion Manager if there is anything of a more serious or private nature to be discussed. Where appropriate home/school diaries are used.
- Parent consultation evenings take place twice a year at the end of Terms 1 and 3. A written report is completed and sent home in Term 6.
- Reports from outside services are shared and discussed.
- If a child is identified as needing an individual School Based Plan to support their education then parents will be involved in helping the school to create this, and then in reviewing targets at regular intervals, usually three times a year.
- Parents are given opportunities to develop an understanding of the curriculum through workshops organised by the school, e.g. “Stay and Play” in the Early Years Foundation Stage (EYFS), reading mornings or maths workshops.
- Where appropriate we highlight relevant workshops or courses for parents e.g. ASD support network for parents.
- For more general advice and support you can also contact our Parent Information Contacts (PIC):
Ms Tracy Reilly (Inclusion Manager) Mrs Lesley Corbett (SEN Governor) via the School Office on 01444 471393
5. What support will there be for my child’s overall well-being?
- All adults in school take a great interest in, and have concern for all pupils. We take children’s and parental concerns about well-being seriously. In the first instance, the class teacher and adults in the classroom are kept well informed. All adults who come into contact with any child have responsibility towards ensuring that children feel safe and secure at school.
- The school has a system of sanctions and rewards for behaviour management for all children, (please refer to the school Behaviour Policy for more information). Additional behaviour management plans or risk assessments may be used where needed, to support individual children who are experiencing particular difficulties. The school also participates in events such as Anti-Bullying Week.
- Trained first aiders are available in school (please see school’s Health and Safety Policy for more information). The school has a small medical room for first aid.
- If your child needs medication to be administered in school, you are asked to provide details of this by filling in a form.
- Where a child has significant medical needs there will also be a discussion between the class teacher, Inclusion Manager, school nurse and parents. If required the school nurse will write a health plan. Specific training will be provided to administer medication if necessary.
6. What specialist services and expertise are available at, or accessed by, the school?
7. What training have the staff supporting children with SEND had, or are having?
- We have a rolling programme of training and support for staff based on the needs of the pupils within school. Staff are sent on more individualised training if they are supporting a pupil with a more specific need.
- Staff have attended a variety of training courses, including Personalised Learning for Reading, ASD training, Social skills, Jump Ahead, Dyslexia Awareness, Speech and Language,
8. How will my child be included in activities outside the classroom including school trips?
- At Wivelsfield School we are committed to giving all our children every opportunity to achieve the highest standards and to maximise their life chances. We will actively seek to remove barriers to learning and participation; fostering and nurturing a positive approach to meeting the diverse needs of each individual. This policy helps ensure that this happens for children of every age, gender, ethnicity, attainment level and background. (See SEN our policy for more details)
- All children are included in activities outside the classroom, including outdoor learning within school time and school trips.
- Risk assessments are carried out for school visits including residential trips and reasonable adjustments made where required. This may include a pre-visit, talking through and looking at photographs and visual support. A suitable number of adults accompany the pupils with a higher level of support provided for some pupils if needed. Any special arrangements are made in full consultation with parents. Vulnerable children are prepared for the visit and may be given visual reminders.
- School clubs are available to all pupils, and where appropriate suitable adjustments will be made to support vulnerable pupils.
- Health and safety audits are conducted to ensure that the school provides a safe environment for al pupils.
9. How accessible is the setting school environment?
- The school is single storey so all classrooms, hall, school office, library, and medical room are on ground level. There is a disabled toilet in the foyer suitable for wheelchair users.
- The school site is fully wheelchair accessible with wide corridors and doorways. Outside areas can be accessed via a ramp.
- The school has an accessibility policy which is available here. (link to website)
- As a parent, we encourage you to discuss your concerns with us so that we can plan for full inclusion. Further details can be obtained from our Equality Policy which is available on our website.
10. How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?
- We recognise that transitions can be difficult for all children and especially those with SEND and take steps to ensure that any transitions is as smooth as possible.
If your child is joining the Reception class:
- The reception class teacher will meet with you and your child before starting school.
- The reception class teacher/teaching assistant will arrange visits to your child’s pre-school provider to meet and discuss your child.
- Your child will be invited to attend story sessions in school during the summer term.
- You will be invited to attend a “New Parents” meeting at school before your child starts giving you information about the school, start dates and what happens in Reception class.
- The SENCO may arrange additional visits for children identified as having SEN and additional meetings with parents and other services who have been involved with your child (e.g. The Early Years Support Service)
When moving classes in school:
- Information will be passed on to the new class teacher and a planning meeting will be held with the old and new teaching staff to discuss your child’s strengths and difficulties and the teaching methods that have been successful. Individual plans and targets will be shared with the new teacher.
- All children visit their new class and take part in sessions with their new teacher before transition.
- For children who find change very difficult, photographic books are made showing the new classroom and staff. These are shared in school and also taken home. Additional visits are made to familiarise them with the new room and travel to and from it.
Moving to secondary school:
- All Year 5 children will visit the local secondary school for curriculum days and some pupils may also attend Gifted and Talented programmes or performances.
- Secondary schools have open mornings and evenings when Year 6 pupils may visit with their parents before naming their preferred choice for secondary transfer.
- The Year 6 teacher and/or Inclusion Manager will discuss the specific needs of your child with the SENCO/Inclusion Manager of their secondary school.
- Secondary school staff visit the school to talk with the Year 6 pupils.
- Planned visits are made to the new secondary school, mainstream or special school, on several occasions.
- If required, additional visits are arranged and there is a Vulnerable Transition programme to support those with a higher level of need .
- Your child will have focused learning about aspects of transition to support their understanding of the changes ahead and Transition Pupil Voice may be used to identify their feelings and any concerns.
If your child is moving to or from another school:
- We will contact the school SENCO/Inclusion Manager regarding any special arrangements or support that need to be made for your child.
- We will make sure that all records about your child are passed on as soon as possible.
- A range of methods, suitable for your child, may be used to support them at the time of transition. For example, if your child would be helped by a social story or a photographic book to support moving on, it will be made for them.
11. How are the school’s resources allocated and matched to children’s special educational needs?
- The SEN budget is managed by the Headteacher, Inclusion Manager, Governing body and School Bursar.
- Resources are made or purchased as necessary to support each pupil’s learning.
- There are regular meetings to monitor the impact of extra support and SEN provision.
- The Governors are responsible for ensuring that SEN funding is used well and that all pupils are given the help that they need to make good progress. There is an SEN Governor who meets with the Inclusion Manager several times a year.
- The school will use its SEN funding in the most appropriate way to support your child.
12. How is the decision made about what type and how much support my child will receive?
- The individual needs of your child are discussed by the class teacher and the Inclusion Manager. The provision to meet their needs is tailored to the child and provided in a variety of ways e.g. additional reading support or intervention group. The progress of your child is discussed at regular pupil progress meetings where the impact of the provision is assessed. Additional support may be put in place at this time. We may on occasions contact other professionals for additional advice or support. You will be kept informed and involved in this process.
13. How are parents and carers involved in the school? How can I be involved?
- All parents are actively encouraged to take part in the school community. This may include sharing skills, helping in class, information workshops and helping with school visits. (See Wivelsfield Primary School Volunteers Guide for more details)
- It is our aim that the school works in close partnership with you and maintains purposeful communication between the school and home.
- We always welcome new members to our Parent Teachers Association and Governing body. Please speak to the school office if you are interested.
14. Who can I contact for further information?
- The class teacher is the first point of contact but parents are also welcome to directly contact the Inclusion Manager or Head teacher. All contacts are initially made through the school office.
Miss Sarah Thompson – firstname.lastname@example.org 01444 471393
Head teacher – Mrs Helen Smith email@example.com
Inclusion Manager – Ms Tracy Reilly – firstname.lastname@example.org
SEN Governor Mrs Lesley Corbett– email@example.com
If you are considering applying for a place at Wivelsfield and your child has special educational needs then the first action to take is to phone the school and arrange an initial visit with the Headteacher or SENCO.
Please click on the links below to found out more about the other services that may help you if you are applying for a school place, including:
Admissions and transport
The SEN Team
Information for families
This offer is accurate now, but services are regularly reviewed and could change. All information will be updated as soon as possible to reflect any new service offer.
An invite for feedback
This offer is intended to give you clear, accurate and accessible information.
If you would like to comment on the content of the offer, or make suggestions to improve the information, please email firstname.lastname@example.org