Special Educational Needs & Disabilities (SEND)
Mrs Trodden - Special Educational Needs & Inclusion Leader
Miss Livermore - Assistant SENCo
Ruth Williamson - SEND Link Governor
We are a fully inclusive mainstream school and we strive to ensure that all pupils achieve their potential: personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethinicty, social background, religion, sexual identity, physical ability or educational needs). The information below outlines the ways in whihc we ensure we support all of our pupils with Special Educational Needs and Disabilities (SEND), in order that they can realise their full potential. Our provision may change and develop over time.
As a school, we help the child to become ‘the expert in their own lives’… by empowering parents to enable their children to succeed.’
WHAT KIND OF SEND DO CHILDREN IN OUR SCHOOL HAVE?
We are a mainstream school and the majority of our pupils are expected to reach the learning goals for their age. A number of our pupils do have special educational needs and disabilities. Children are identified as having SEND when they have a significantly greater difficulty in learning than the majority of children the same age or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the Local Authority (SEND Regulations 2014).
Typically, children with SEND in our school have difficulties with communication and language, learning generally, social or emotional development, and sensory or physical difficulties.
HOW DO WE KNOW IF A PUPIL HAS SEND AND HOW WILL THEY BE SUPPORTED?
Our class teachers closely monitor the progress made by all the children and ask advice from the Special Needs Co-ordinator (SENCo) or the Assistant SENCo as soon as they have concerns about any pupil. Activities are planned such as small group work or interventions to help the child. If the child does not make good progress the class teacher will meet with parents/carers, sometimes this may also include the SENCo and/or the Assistant SENCo. Together they will agree which additional SEND support will be put in place, which may involve advice and/or assessment from an external specialist service.
Some of the external agencies providing support for professional development and supporting the needs of individuals and groups of children include:
- Complex Communication Team (CCT)
- Educational Psychologist
- Speech and Language Therapy Service (SALT)
- Occupational Therapy (OT)
- Neurodevelopmental Team
- SEND Early Years Team (Autumn term)
- The Key
- Beacon Behaviour Support
- Children Service and Families Team
- RISE/Child and Adolescent Mental Health Service (CAMHS)
- Mental Health in School Team
- Drawing and Talking Trauma Therapy
- School Nurse
- Hearing Impairment Team
- Visual Impairment Team
- Virtual school for Looked After Children
- NHS services
- Voluntary Organisations
- Young Carers
Parent Feedback
"I have been kept up to date about how my child is progressing and when people are coming in to work with my child or assess them”
Parent of a child with Special Educational Needs in Year 3.
“If I have had a problem with my child, I have spoken to Mrs Trodden and it has been sorted out quickly. It is easy to contact Mrs Trodden and if she is not available she gets back to you the same day.”
Parent of a child with Special Educational Needs in Year 5.
WHERE CAN I FIND INFORMATION ABOUT THE SCHOOL SEND POLICY?
Our SEND Policy will give you all the information you need about how we make provision for all pupils with SEND. Please see below for a copy of the policy.
If you would like to discuss our SEND provision or find out more, please contact our SENCo or Assistant SENCo.
HOW WILL I KNOW THAT MY CHILD IS MAKING PROGRESS?
Your child will be assessed against age related expectations and progress for each year group. You will meet with the class teacher through Parents Evening twice a year and a written report at the end of the year.
The children with an EHCP, a My Support Plan, Learning plan or Behaviour plan will meet with class teachers three times a year - the SENCo or Assistant SENCo will join these meetings at least twice a year.
Parents can bring family members of friends to review meetings or contact Parent Partnership for advice and support.
http://www.coventry.gov.uk/parentpartnership/
Children are spoken to by class teachers before their review meeting to hear their voice and how they feel towards school and learning.
Parent Feedback
“I have found the meetings to be useful so I know how my child is doing in school. I can also help them at home with the targets they are set”
Parent of a child with Special Educational Needs in Year 1
" We have put the pieces together since having the review meetings and support is being put in place."
Parent of a child with Special Educational Needs in Year 5
WHO SHOULD I CONTACT IF I HAVE CONCERNS ABOUT MY CHILD'S LEARNING OR PROGRESS?
Your first step should be to talk with your child’s class teacher. If you continue to have concerns you should contact the SENCo/Assistant SENCo. If this still doesn’t resolve your concerns you should contact the Headteacher.
“When I had concerns about my child’s progress, I spoke to the class teacher. She then spoke to Mrs Trodden and my child was given the extra support that they needed.
Parent of a child with Special Educational Needs in Year 4
HOW DO OUR TEACHERS HELP PUPILS WITH SEND?
- The teacher will have the highest possible expectations for your child and all pupils in the class. All teaching is based on building on what your child already knows, can do and can understand. Your child’s teacher will put in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for your child.
- Your child’s teacher may put in place specific strategies (which may be suggested by the SENCo/Assistant SENCo or staff from outside agencies) to enable your child to access learning.
- Your child’s teacher will carefully monitor progress.
Click here to find more information about our school curriculum.
Our school has a range of staff to support pupils such as learning facilitators, learning mentors, pupil advocate and specialist staff from outside agencies.
For children with specific social, emotional or mental health difficulties we have access to Learning Mentor/Pupil Advocate and other outside agencies.
HOW ARE THE ADULTS IN OUR SCHOOL HELPED TO WORK WITH CHILDREN WITH SEND AND WHAT TRAINING HAVE THEY HAD?
The school is committed to the learning and development of staff members and training opportunities will be provided and delivered in line with the school's CPD and training policy. The school SENCo and Assistant SENCo will assess staff competences and ensure that CPD provision allows staff to develop their awareness, skills and practices in identifying, educating and assessing pupils with SEND.
HOW HAVE WE MADE THE SCHOOL BUILDINGS AND SITE SAFE AND WELCOMING FOR PUPILS WITH SEND?
Accessibility to the school site has been made and there are disabled parking spaces in the car park. Our school is safe and welcoming to the whole community and more information can be found in our Accessibility Plan.
WHAT HAPPENS IF MY CHILD NEEDS SPECIALIST EQUIPMENT OR OTHER FACILITIES?
School may provide SEND equipment where appropriate in consultation with specialist agency advice.
The Local Authority provides specialist equipment such as wheelchairs /standing frames etc when prescribed by a relevant health specialist.
HOW WILL WE HELP YOUR CHILD MAKE A SUCCESSFUL MOVE INTO THE NEXT CLASS OR SECONDARY SCHOOL?
Where appropriate additional transition programmes are implemented and discussed with parents to support a successful move into their next class.
We liaise closely with receiving and feeder schools to ensure a smooth and successful transition. Those who need extra transition support will be offered a one page profile for them to take home.
“I had concerns about my child going to their secondary school, so I spoke to Miss Livermore and she arranged for extra transition sessions for my child to their new school. This really helped them to feel more confident about going there.”
Parent of a child with Special Educational Needs in Year 6
"My child struggled with when the summer holidays would finish, I was provided with a countdown calendar. This supported my chid's anxiety"
Parent of a child with Special Educational Needs in Year 3
WHERE CAN I FIND OUT ABOUT OTHER SERVICES THAT MIGHT BE AVAILABLE FOR OUR FAMILY AND MY CHILD?
The Coventry Local Offer website has information about the services that are available.
SENDIASS– This is an independent service that is not affiliated to the Local Authority or any schools. This service can share information and will explain parental rights regarding SEN and disabilities. They also hold a range of coffee mornings and information and support sessions. (Click here)
Short breaks – This service provides activities, games and trips for children with SEND and disabilities which are free of charge. (Click here)
Carers Trust (Heart of England) – This is a support service for young carers who have a family member with a disability (Click here)
Coventry's SEND Digital Offer - https://www.coventryfamilies.co.uk/
The information on this page reflects the SEND local offer and is reviewed annually.
Last reviewed by school April 2021