SEN Support

SEN NEEDS THAT ARE PROVIDED FOR

Coston Primary School provides for a range of Special Educational Needs including:

  • Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia,
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD)
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy

 

INDENTIFICATION OF SEPCIAL EDUCATION NEEDS

Each child is unique, and therefore we take time to assess every child before they enter Coston Primary School, and throughout their school life with us. Once we are certain that a child will be starting at our school we begin the process of finding out as much information as possible to ensure their transition into school is as smooth as possible. This also ensures that we are able to plan appropriately for their individual needs and put in place strategies and, if necessary, the resources that will enable the child to make progress.

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate.

Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. Evidence which helps us build up a picture of a child includes:

  • Pupils talking to us
  • Circle time in class
  • Feedback in books
  • Feedback from the School Counsellor
  • Information from parents
  • Teacher assessments
  • Other information e.g. behaviour logs, welfare logs

Concerns are discussed with the Inclusion Manager, Ms Angelina Patti, and guidance given.

If parents have concerns about their child they should, in the first instance, contact the class teacher who will liaise with the Inclusion Manager or any other appropriate member of staff. This can be followed up by meeting the Inclusion Manager.

The classroom teacher will review the progress of individual children in their class with the Senior Leadership Team at termly pupil standards meetings.

 INDIVIDUAL SUPPORT AND PROVISION

  • Class teachers are responsible for day to day planning and teaching. These plans will be adapted to meet the needs of individual and groups of children.
  • Planning is regularly monitored and checked by the Senior Leadership Team.
  • Children having difficultly in lessons may be offered interventions to address misconceptions and re-teach elements identified as difficult.
  • When the school feels that class teaching is not meeting individual needs the class teacher, with support from the Inclusion Manager, and in consultation with the class teacher will write an IPP (Individual Provision Plan).
  • External agencies are contacted when the school feel they need additional support/advice to meet the needs of individual children. Parents will be consulted and permission requested before this occurs.

 

COMMUNICATION

We will have an early discussion with parents (and if appropriate, the pupil) when identifying whether they need special educational provision. These conversations will make sure that:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We take into account the parents’ concerns
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

We will formally notify parents when it is decided that a pupil will receive SEN support.

 

 

  • In addition to parent consultation evenings parents/carers of children with SEND are offered termly meetings with the Inclusion Manager and class teacher to review targets.
  • To arrange to see the class teacher or Inclusion Manager you can contact the school office by telephone or email or speak to the teacher at the end of the day.
  • Children will have an IPP (Individual Provision Plan) with termly targets; this will be reviewed at the end of each term.
  • Parents are invited to view the work completed to achieve these targets during parent consultation evenings.
  • A written report will be provided for each child at the end of the summer term.

 

REVIEWING THE SUPPORT IN PLACE

  • Class teachers will carefully monitor every child’s progress, and having decided on any gaps in their understanding/learning will implement extra support to help them make the best possible progress.
  • Lessons will be differentiated according to the specific needs of all groups of children. They will be reviewed at the end of each session and subsequent lesson adapted to meet specific needs.
  • Specific resources and strategies may used to support children individually and in small groups.
  • The school will follow the ‘Assess, Plan, Do, Review’ model to identify children who need additional support

 

WELL BEING

  • At Coston Primary School we recognise that some children have additional emotional and social needs. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness and being uncommunicative.
  • We have a counsellor who is available once a week to listen to pupils' views, concerns and worries who works with the Inclusion Manager to put in place preventative strategies and supportive interventions.
  • All classes follow the school’s values to support the development of personal and social skills.
  • All classes follow the school's policy on British values to support the development of personal and social skills.
  • For children who find social interaction difficult we offer small social skills groups run by either a trained teaching assistant. There is also a wide range of extra curricular activities are available which can help to develop other non-academic skills.
  •  For those children requiring medication there is a dedicated member of staff who is responsible for the administration of medication and ensuring it is stored in a safe and secure place.

 

STAFF PROFESSIONAL DEVELOPMENT

Throughout the year….

  • The Inclusion Manager of the school continues to attend appropriate training relating to SEN, as well as local cluster meetings for Ealing schools to share good practice.
  • Teaching assistants are trained on interventions that they deliver with regular discussions with the class teacher to develop skills and knowledge.
  • Training is organised to support the teaching staff’s knowledge and understanding of issues relating to current difficulties faced by children in the school

SPECIALIST SERVICES

The school has access to a variety of different services to help support children with their learning or behaviour. This can occur when it is felt specialist involvement and advice is needed. Referrals can be made to the following services:

  • Ealing Primary Centre to work with children who have difficulties managing their behaviour.
  •  Speech and Language therapist to support children who have difficulties with either their understanding or use of language or their articulation of speech.
  • Educational Psychologist offering consultations for children who have considerable difficultly accessing learning.

Other professionals may become involved with children diagnose with specific needs.

 

HOME SUPPORT

  • In addition to the annual written report given to parents at the end of each academic year, a termly meeting will be held with the class teacher to discuss support that can be offered at home. This will look at the targets set out in Individual Provision Plans and strategies and activities that can be used at home to help meet the targets.
  • Parents will be invited to be involved in deciding what new targets and outcomes need to be to ensure they are aware of how they can support their child’s learning and development.

 ACCESSIBILITY

  • Children with SEN and/or a disability are able to participate in all aspects of school life and activities by the school making adjustments as appropriate. This includes writing a thorough risk assessment and, where appropriate, allocating staff on a 1:1 or small group basis
  • The school is spread across four buildings with all year groups in the same building, and where possible in adjacent rooms.
  • Wood and Johnson buildings have a disabled toilet which is kept clear and available at all times.
  • Double doors lead to the main communal areas of the building.

 TRANSITION

Transitions made to and from the school are managed carefully to ensure there is clear communication between all parties involved.

  • For children entering into Nursery or Reception there is a four week transition programme carefully planned to support the children in settling into the new environment and in getting to know the staff.
  • For children entering at nursery age, or into Reception from a different setting, home visits are arranged and attended by the Nursery or Reception teacher. If there are special needs identified then the Inclusion Manager will be consulted, and may attend where appropriate.
  • For all children entering Coston the school will have contact with their previous setting to gather information that will allow pupils to settle in and be supported appropriately. If appropriate an individual transition programme can be created to support the change of school.
  • When children leave Coston during their primary years the school makes contact with the receiving school to pass over important information which may support the transition process. Visits may also be arranged with a member of Coston staff if appropriate to help prepare the child for the move.
  • When children leave Coston to move onto secondary school transitions are carefully managed.
  • The children are given the opportunity to visit their new school as well having discussions about the change in school. For children who will find the move more challenging further visits will be arranged as well a transition plan being written to ensure communications are managed and all parties involved are aware of what is needed.

 

EDUCATION, HEALTH AND CARE PLANS

  • The majority of children with SEN or disability will have their needs assessed and met by the school, in some cases with assistance from outside specialist agencies. A small number of children may need to have an Education, Health and Care Plan (EHC plan) assessment from the local authority.
  • EHC plans will be for children and young people who have a special educational need or disability that cannot be met by support that is usually available in a school.
  • Having an EHC plan means the different agencies that provide a child’s education, health and social care support will need to work more closely together to help a child achieve their goals and make sure they are supported in the best way possible.
  • For further information please contact Ms Patti

 

ADDITIONAL RESOURCED PROVISION (ARP)

  • We have two ARP classrooms at Coston for children from Reception to year six.
  • Child who have an Education, Health and Care Plan can access the ARP classrooms after a local authority panel has allocated the provision.
  • Further information can be found under ARP

 FURTHER ADVICE AND INFORMATION

In the first instance parents should contact your child’s class teacher. If they would like further information or advice they may contact the school Inclusion Manager, Ms Angelina Patti.

 COMPLAINTS

If parents wish to make a complaint they should initially refer to the school's Complaints Policy. The first stage is to discuss any issues with the class teacher. If they wish to take any complaint further, the Inclusion Manager (Ms Patti) can then be contacted by telephone, in person or in writing (by letter or email). If still not satisfied they can complain formally to the Head Teacher, Miss Kate Moyse by arranging a meeting through the school office. If once these routes have been tried it is still felt the matter has not been addressed they can contact the Chair of Governors through the school office.